Download - FOB 6D FINAL - ERIC leading towards a certificate or degree. Rio Salado College, ... Massachusetts’ ODWIN center was established specifically to enable adults who

1Relationships CountJeanne Belisle Lombardo

7Some Findings on

the Academic VocabularySkills of Language-Minority

Community College StudentsMaricel G. Santos

10The Open Door Policy

Deepa Rao

14ODWIN: A Program

Rooted in HistoryMary Tacelli

17A Conversation with FOB

Why Go Beyond the GED?

19EdCAP: A Transition

Program in TransitionKaren Johnson, Barbara Haas,

Barbara Harrell, & Roy Alameida

22Building the Desire, Building the Ability

Brenda Dann-Messier & Eva I. Kampits

26Approaches to ABE Transition

to Postsecondary EducationJudith A. Alamprese

28Pathways to College

for Academically Under-prepared Students

Jessica Spohn & Silja Kallenbach

30A Conversation with FOB

Transitions and Math

35Blackboard

Transitions

WORLD EDUCATION NCSALLVolume 6, Issue D • February 2004

Relationships CountTransitioning ESOL students into community college takes collaboration and personalized services by Jeanne Belisle Lombardo

Amajor concern in working with students of English forspeakers of other languages (ESOL) is advancing theirlanguage skills significantly before they enter community

college. They want to enter college at a high academic English as a Second Language (ESL) level or move directly into credit-bearingcourses leading towards a certificate or degree. Rio Salado College, one of the ten colleges in the Maricopa Community College District(MCCCD) in Tempe, AZ, administers an adult basic education(ABE) program that serves nearly 5000 ESOL

Focus onBasicsI N T H I S I S S U E :

CONNECTING RESEARCH & PRACTICE

continued on page 3

2 FEBRUARY 2004 • NCSALL

Focus onBasics

F ocus on Basics is the quarterlypublication of the NationalCenter for the Study of Adult

Learning and Literacy. It presents bestpractices, current research on adultlearning and literacy, and how researchis used by adult basic education teach-ers, counselors, program administrators,and policymakers. Focus on Basics isdedicated to connecting research withpractice, to connecting teachers withresearch and researchers with the realityof the classroom, and by doing so,making adult basic education researchmore relevant to the field.

All subscription and editorial correspondence should be sent to:

Focus On BasicsWorld Education44 Farnsworth StreetBoston, MA 02210–1211e-mail address: [email protected]

Focus on Basics is copyrighted, but weurge readers to photocopy and circulatethe publication widely. When reprintingarticles, please credit Focus on Basicsand the National Center for the Studyof Adult Learning and Literacy.

Editor: Barbara GarnerLayout: Mary T. White Illustrator: Mary T. WhiteProofreader: Celia Hartmann

Focus on Basics is published by theNational Center for the Study of AdultLearning and Literacy (NCSALL).NCSALL is funded by the EducationalResearch and Development CentersProgram, Award Number R309B60002,as administered by the Office of Educa-tional Research and Improvement,U.S. Department of Education.

The contents of Focus on Basics do notnecessarily represent the positions or policies of NCSALL or World Education;the Office of Educational Researchand Improvement; or the U.S. Depart-ment of Education, and you should notassume endorsement by the FederalGovernment.

Welcome!Few would debate the value of postsecondary education, especially for General

Educational Development (GED) credential holders and high-level students of Englishfor speakers of other languages (ESOL) who have high school diplomas. Making ithappen is the challenge. The sad truth is that many adult basic education (ABE) studentsdon’t perceive of college as a place for them. Being an older than average student, oftenwith family responsibilities, creates a social barrier. Those who do enroll often find thattheir academic skills, while sufficient to pass the GED, or their English skills, while finefor daily life, need strengthening before they can place into courses in which they canearn credits towards graduation. And the cost of college and correlated lost wages is anever growing — perhaps the greatest — barrier to enrolling or persisting in postsecondaryeducation. Nonetheless, college remains the key to economic opportunity for all students.

It is encouraging, therefore, to find a growing number of ABE providers adding whatwe call “transition” programs designed to encourage students to enroll and enable themto persist in postsecondary education. These programs usually partner in some way withpostsecondary institutions, providing counseling and academic services tailored to theneeds of ABE students who are college-bound or enrolled in college. Focus on Basicstalked to NCSALL researcher John Tyler about why college is such an economicnecessity: that interview begins on page 17. For an overview of the growing transitionmovement and a snapshot of different program models, turn to the article by JudyAlamprese (page 26) and chart by Jessica Spohn and Silja Kallenbach (page 28).

A strong program design is important for a successful transition program, but it isrelationships that make it work, found Jeanne Belisle Lombardo and her colleagues at RioSalado College in Arizona. She describes this in our cover story.

Those responsible for strengthening students’ academic skills — which is a componentin all transition programs — will find Maricel G. Stantos’ research (page 7) on the academicvocabulary skills needed by language minority students useful. Another stumbling blockfor students aspiring to college is math, and algebra in particular. A team of ABE mathexperts from around the country talked with Focus on Basics (page 30) about why mathposes such a problem and what to do about it.

Not all transition programs are young, and not all are additions to existing ABE pro-grams. Massachusetts’ ODWIN center was established specifically to enable adults whohad career aspirations that depended upon postsecondary schooling to fulfill their dreams.Director Mary Tacelli writes about the origins and current face of the program that hashelped about 3000 students succeed in college since its inception in 1964 (page 14).

Rhode Island’s Dorcas Place staff found that not all ABE and ESOL students havepostsecondary aspirations. Introducing students to college as a place for them is an impor-tant part of that program, as is building a sense of cohort among students as they makethe transition to college. Brenda Dann-Messier and Eva I. Kampits describe the programin the article that starts on page 22.

Even with the best intentions, getting a transition program up and running smoothlyand effectively is not easy. Go to page 19 to read a candid account of the glitches andsnags the staff at the transition program at Edmonds Community College in Washingtonfaced in establishing their program, and how they addressed them.

Why are transition programs so important? If students place into remedial courses, asthey too often do, the already daunting costs of postsecondary education rise. World Educa-tion’s Deepa Rao writes insightfully about this issue (page 10). Heed her suggestions, find apostsecondary partner, and develop an effective, flexible transition program for your students.

Sincerely,

Barbara GarnerEditor

Focus onBasics

NCSALL • FEBRUARY 2004 3

Relationships Countcontinued from page 1

students a year. In responseto the need to move academi-cally capable ESOL studentsinto postsecondary educationaland training opportunities in the MCCCD system, thecollege established a transitionprogram in the summer of1998.

Rio Salado College had longrecognized the need for a formaltransition program. In 1998, theArizona State legislature decided tosupport such a program with statefunds. The Legislature changed theexisting regulatory language andallowed community colleges pro-viding ABE services in Arizona tocollect Full Time Student Equivalentmoney (FTSE) to support transitionprograms. FTSE (pronounced “footsie”)is state aid money paid to the com-munity college based on studenthours. With its funding assured, theTransition Program at Rio Salado waslaunched with two program advisors,a half-time counselor, and a dataentry clerk.

This structure was expanded ayear later to include a full-time coordi-nator, three full-time transition advisors,and an administrative secretary. Oneof these advisors works exclusivelywith ESOL students, recruiting a totalof about 150 new students a year, ofwhom about half are ESOL students.Most of Rio Salado College’s ESOLtransition students are Hispanic,predominantly Mexican, 50 percentmale and 50 percent female, single,and between the ages of 21 and 36.

Some older students are married andhave one or two children. In additionto Mexico, students come from otherLatin American countries, Asia,Europe and the former Soviet Union,Africa, and theMiddle East. Incontrast to manylower-level ESOLstudents, most ESOLTransition Programstudents are bettereducated in theircountry of origin,having finished atleast high school.More than half areemployed, at leastpart-time, and mosttake one or twoclasses a semester afterthey complete the transition. Manyare recent arrivals to the UnitedStates and show enthusiasm for theopportunities represented by the pro-gram. With few recruiting problems,the focus is on better preparing themfor college.

The three Transition Programadvisors form the backbone of theprogram. One focuses on recruitingstudents from approximately 20 to 25advanced ESOL classes, spendingabout 30 percent of his time on this.Visits to classes are spaced so that theadvisor visits each class about once a month. The advisor adjusts thefrequency of visits based on thereadiness of students at a particularsite. Variables include when thestudents started in that level, whetheror not they have participated in aTransition Program workshop yet,individual motivation and readiness,and the speed at which students areprogressing in their ESOL studies.

The students are in classes acrossMaricopa County; the farthest sitefrom our central office is a 30 to 40minute drive away on the freeway.

Relations with theESOL Program

The cooperation and support of the ESOL teachers are essentialto the program. Teachers and theESOL Transition Program advisorcollaborate naturally. Aside from thein-service trainings and occasionalspecial trainings focusing on tips forpreparing ESOL students for academicwriting, teachers are not paid for timeoutside their teaching duties. Most,however, keep a supply of TransitionProgram fliers and brochures on handand distribute them to students whohave recently arrived in their classes,refer potential candidates to ourprogram, and communicate students’strengths and areas where improve-ment is needed. We find that studentswhose teachers work closely with usare better able to transition.

The Transition Program advisorrecruits from the upper level ESOLclasses using a PowerPoint presentation.This presentation covers the programsoffered at the MCCCD colleges; thesupport services available, includingchild-care; ways to prepare ahead oftime; facts to dispel fears that studentsdon’t belong in community college,such as statistics on the number of

ESOL / ESLIn this article, English for speakers of other languages (ESOL) is used to referto the classes in which students are enrolled when they are recruited for theprogram. English as a Second Language (ESL) is used to refer to communitycollege classes. These are credit courses on a par with developmental levelclasses and as such do not count towards graduation requirements.

“...more students go on to take college classesfrom sites where teachers

take a proactive role inthe transition process

and work closely with the Transition Program advisor.”


Focus onBasicswomen, minorities, and students over30 who make up the student population;and recommended timelines. It isgiven in English, since students readyfor transition must function in Englishsufficiently to navigate the system. Itis, however, desirable for the Transi-tion Program advisor working withESOL students to be able to speakSpanish, since so many of our ESOLstudents are native Spanish speakers.Not only does this give theadvisor insight into thechallenges these students face,it also allows him to provideinformation to many of thebeginning ESOL students toencourage them to transitionin the future.

We have found that morestudents go on to take collegeclasses from sites whereteachers take a proactive rolein the transition process andwork closely with the Transi-tion Program advisor. It alsohelps tremendously whenthe advisor has experienceteaching ESOL, ESL, or evenEnglish as a Foreign Language(EFL). We share informationvia the ABE Program news-letter, the Transition Programnewsletter, sessions at the biannualin-service trainings for instructors,and letters sent out by the TransitionProgram coordinator. One of the bestways that teachers and the advisorshare information is through one-on-one conversations during site visits.This is especially effective when theadvisor knows the content of thecollege classes into which thestudents will transition.

Relationships with Students

Transition services are offered toall ESOL students once they havereached the high-intermediate toadvanced level in ESOL. After a class-room visit by the Transition Programadvisor, students are invited to con-tact him; appointments are held at a

location convenient to the student.Students are considered TransitionProgram participants when they arestill taking ESOL classes but begin tohave one-on-one advisement, usuallyin the semester before they enroll in acollege class. Once they enroll in anESL class on a college campus in thesystem, they generally stop takingESOL instruction, although some stillprefer to take non-credit ESOL as

well for the extra opportunity to learnwhat these classes provide.

The Transition Program advisormeets one-on-one two or three timeswith a student. This is flexible, how-ever: the advisor is accessible on anas-needed basis. A first meeting typi-cally includes a discussion of thestudent’s goals, motivation, and pre-paredness for taking college classes.Together the student and advisorcomplete initial program paperwork.The student will have been tested inhis or her ESOL class and the advisorwill have the results. If the scores indi-cate that the student is academicallyready to participate in the program,arrangements are made for the studentto take the college English languageplacement test (CELSA).

A visit to the college for theCELSA, coupled with assistance withadmissions and a short tour of the

campus, constitutes a second visit.The advisor helps with class selectionat this time and steers the student toregistration services. Students attendingthe same college or coming from thesame class sometimes do this togetheras a group. Students can meet indi-vidually with the advisor anothertime to discuss the particulars of theirsituations.

GaugingReadiness

After the first year of theprogram, we realized that weneeded to have a systematicassessment of students’readiness for college classesand English language skills,in particular writing andgrammar. The advisors hadbeen giving the CELSA testto gauge readiness, but foundthat the scores were not a good determinant of it.Moreover, advisors had ethicalconcerns about using the testmultiple times with eachstudent, since it can only begiven twice in a one-yearperiod. Instead, we chose as

an assessment the language portion of the Test of Adult Basic Education(TABE: Survey Form 7, Level D). The TABE gives a good indication ofadvanced ESOL students’ ability ingrammar and writing. Because it isalso prescriptive, it is useful in deter-mining areas in which students needremediation. Students are required toscore 18 out of 25 questions on theTABE to be eligible for the TransitionProgram. This places them at aneighth-grade level for native Englishspeakers.

After being accepted into theprogram based on their TABE scores,students begin a systematic study ofgrammar and prepare for the CELSA.The advisor provides students withCELSA study guides and encouragesthem to take a free Transition Pro-gram writing workshop. These areoffered three times a year at our

Focus onBasics


central site, the Adult Learning Cen-ter, and at least three times a year atother sites, and run from five weeksto 15 weeks, depending on the site.The workshops meet once a week fortwo hours and were designed based onobservations of classes in upper-levelESL grammar, writing, and readingand a review of the texts used inthose classes.

At smaller sites, where it isimpractical to offer a workshop, theTransition Program advisor worksclosely with the ESOL teachers,encouraging them to provide chal-lenging exercises for students partici-pating in the Transition Program, and to assist with transition journalwriting. Journals not only serve as atool for assessment and advisement,but also provide a dialogue betweenadvisor and students. In the past,the advisor reviewed students’journals, but now we encourageteachers to review them. TheTransition Program also providesmaterials for independent study forstudents who are not able to take awriting workshop. Studentscomplete the materials inthe Independent StudyProgram (ISP) packet ofreading and writing assign-ments, and the transitionadvisor reviews them.

Relations withFor-Credit Staff

Rio Salado Collegeadministers the ESOL Pro-gram but it is the only collegein the system that does notoffer a for-credit ESL pro-gram. ESOL students there-fore transition into one of thenine other colleges. Establishing and maintaining good relations andcommunication with staff at thesecolleges, in particular in FinancialAid, Admissions, Advisement, andamong ESL faculty, is critical tostudent success. In the program’searly days, the coordinator activelyestablished relationships. She met

with the appropriate people on eachcampus to explain the TransitionProgram’s objectives. The coordinatortracks changes in personnel on thecampuses, makes periodic visits,updates lists for the team, and keepsour contacts informed about programactivities and concerns.

The importance of this con-nection can be seen in each step ofthe transition process. For example,the Transition Program provides itsstudents with small scholarships,which cover up to six credits of college tuition. This allows studentstime to adapt to the more academi-cally demanding environment on a college campus without worryingabout the cost of tuition and givesthem time to explore other avenuesof financial assistance. Studentsbegin to pay their own tuition forhigher-level ESL or general classesthat they can apply towards acertificate or degree. The TransitionProgram, through its contacts in theFinancial Aid departments, providessupport in this area as well. The

program coordinator keeps currenton scholarship opportunities open tostudents and the advisor refers studentsto our contacts in Financial Aidoffices on the campuses.

Without a strong relationshipbetween the Transition Program andthese important departments on eachcampus, the paperwork required in

the scholarship process could easily be a deterrent to student enrollment.The personal connection with staff at the colleges makes it possible toaddress potential problems quicklyand effectively. It also promotes afeeling of good will between RioSalado College and the sister colleges in the district and contributes to thepositive experiences of our students asthey transition and adjust to campuseducation.

ChallengesBy far, the biggest challenge has

been tracking students. Our abilityto track students across semestersand years has improved with thedevelopment of a program-specificAccess database, which has thesupport of top management at themain campus. This database tracksstudents from the time they beginadvisement in the program andthrough their progress at a campusuntil they skip a semester. We use the Maricopa District’s student

tracking mechanism, StudentInformation System (SIS), to retrieve grades and trackstudent withdrawals or drops each semester. Thisinformation is input into theTransition Access database.

Collaboration with theAdmissions and Recordsdepartments on campus isvery helpful. Although RioSalado College is in the samesystem as the other colleges,each maintains some auto-nomy, which is reflected inaccess to certain records. Acontact in the Admissionsdepartment can help us gain

access to information that might behard to retrieve otherwise. Otherchallenges we have successfullyaddressed have included requiringstudents to understand the college’sdrop and refund policies, or re-quiring students to finish the ESLpathway at college before taking acomputer class there.

“Establishing andmaintaining good relationsand communication withstaff at these colleges, in

particular in Financial Aid,Admissions, Advisement,and among ESL faculty, iscritical to student success.”

continued, page 6


Focus onBasicsIndicators

How does the Rio Salado Transi-tion Program know it is effective inrecruiting, enrolling, and retainingESOL students into communitycollege? One way we gauge success isto look at drop/withdrawal rates andpass/fail rates over the life of theprogram. There has been a dramaticand consistent decline over the lastfour years in the drop/withdrawal rateof ESOL Transition students and acorresponding increase in the pass rate.From FY 1999/2000 to 2002/2003,the drop/withdrawal rate fell fromjust over 30 percent to less than fivepercent. The graph below illustratesthis, with the first column representingnumber of students and the secondcolumn the number of classes.

A look at the pass/fail rate isalso revealing. In the first year of theprogram, 73 percent of college levelESL classes taken by transitionstudents were passed. That went upto between 95 and 100 percent eachyear thereafter. Anecdotal evidenceand feedback from the colleges sug-gest that the program is placing betterprepared students into college classes.Some students are continuing withtheir studies through multiple semesters,some of them are reporting theachievement of an Associate’s degree,

and a few are going on to take univer-sity classes, while others are improvingtheir immediate job situations.

What We’veLearned

From the advisement process tothe collaboration with ABE instructorsand with student services contacts onthe various campuses, our personalapproach has fostered communicationbetween all involved, which wethink contributes to the successwe’re seeing. Another plus has beenscheduling flexibility, which enablestransition advisors to spend as muchtime as is necessary with students.This allows us to be far more effectivein building relationships with andsupporting students as they navigateall aspects of college.

The other key to the highretention of these students once theymake the transition to college classes is the level of preparation they receivein the semester leading up to theirfirst class. The team attributes muchof the success experienced by ourstudents to this aspect of the program.By the time students take high-levelESL grammar classes, they have metnumerous times with the TransitionProgram advisor, have taken the

TABE assessment, have been giventhe opportunity to do individualizedstudy and take one or more writingworkshops and understand therequirements of college class.

As Rio Salado’s ABE TransitionProgram moves into the future, theteam will continue to assist ESOLstudents wishing to achieve a post-secondary education. Along with thewriting workshops, the Program hasbegun to offer workshops in basiccomputer skills and has exploredopportunities to partner with locallibraries where students will haveaccess to computers at no cost. Forthose who are looking ahead touniversity study, the TransitionProgram coordinator has establishednew contacts at Arizona StateUniversity, which will facilitate thetransfer process to a four-year college.The team will also partner with theGED arm of the program to provideexpanded services to ESOL stu-dents who wish to get a GED beforetransitioning into college classes. TheTransition Program has coordinatedthe use of GED graded readers inselected upper level ESOL classes.This helps prepare those students forthe transition into GED and alsoprovides additional academic practicefor all students.

Looking back over the fouryears, we can offer this advice. Trynew approaches! Experiment withworkshops and study programs. Tailorschedules to your students’ needs. Beflexible. Talk to college contacts toget a look at what is being done forESL students on the campuses. Thinkhow you can use your technologycreatively. Think how you can useother aspects of the larger programwith your ESOL students. And buildthose relationships. In the long run,they really do count.

About the AuthorJeanne Belisle Lombardo has taught ESL,ESOL, and EFL in California, Arizona,Japan, and France. She now coordinatesthe ABE Transition Program at Rio SaladoCollege in Phoenix, AZ.❖

35

30

25

20

15

10

5

0

1999/00 2000/01 2001/02 2002/03

Drop/Withdrawal Rates for ESOL Students

YEAR

Focus onBasics


“The vocabulary firstof all, especiallywhen it’s long words,

it gets me confused and it makeme feel like if I don’t under-stand one word, then I wouldn’tunderstand the other… thatwould [make] me stop, likeok, this is getting me crazy!”

This comment was made byLouie (a pseudonym), a20-year old Vietnamesecommunity college stu-dent, when asked whathe found most chal-lenging about reading his academic textbooks.Louie’s frustration withthe vocabulary demandsof his college reading islikely shared by manylanguage-minority stu-dents who are makingthe transition fromEnglish as a secondlanguage (ESL) course-work to content coursesdesigned for nativeEnglish speakers. For students who are new to a content area such as psychology, technicalwords like cognitive,dissociation, and psycho-analysis present achallenge. For students who are not yet proficient reading academictexts, academic words — such asnonetheless, illustrate, and proportion,that are commonly used in text-books across a range of subject areas

(Nation, 1990; Coxhead, 2000) —may also be unfamiliar. While themeanings of technical words areoften reinforced by class lectures anddiscussions, students may be expectedto already know the meanings ofacademic words (Farrell, 1990).Knowledge of academic words hasbeen found to differentiate academi-cally well-prepared from under-preparedcollege students from all backgrounds(Kuehn, 1996).

Many adult English for speakersof other languages (ESOL) practi-tioners recognize the link betweenreading comprehension and vocabu-lary growth (Anderson & Freebody,1981; Nagy, 1988). However, it’s not

always clear which words we shouldteach language-minority students toprepare them for college-level reading.In a study of typical communitycollege textbooks, I found that oneout of every six words, or roughly 16percent of the words in the textbooksample, were academic words (Santos,2000). This proportion confirmed forme the importance of this area ofword knowledge in college reading,particularly in light of research

indicating that readersoften struggle to readindependently whenabout two percent of the words in a textare unknown (Carver,1994). The prevalence ofacademic vocabulary incollege reading materialis one of the reasons I decided to focus mydoctoral dissertation on the academic vocab-ulary skills of language-minority communitycollege students. Thelanguage-minoritystudents in the studywere either enrolled inadvanced ESOL classesor in their first semestertaking regular contentcourses at a communitycollege in urban NewEngland. In this article,

I describe the general design of thestudy and highlight some findings thatmay help adult basic education (ABE)and ESOL practitioners understand howacademic words can be taught andlearned effectively.

Some Findings on the AcademicVocabulary Skills of Language-Minority

Community College Studentsby Maricel G. Santos

R E S E A R C H F I N D I N G S

continued, page 8


Focus onBasics

The StudyThere were two parts to my

study. In part one, I administered anacademic vocabulary test called theUniversity Word Levels Test (Beglar& Hunt, 1999) to the communitycollege students. The sample includedlanguage-minority students in advancedESOL, language-minority students inintroductory psychology classes, andnative English-speaking students

enrolled in the same introductorypsychology class. These data allowedme to examine how the academicvocabulary knowledge of language-minority students compared to thatof native English-speaking studentsand to explore student characteristicsthat might be related to differencesin academic word knowledge. In parttwo of my study, I worked with afocal group of 10 language-minoritystudents. I interviewed them abouttheir reading habits and perceptionsof academic reading. I also examinedthe kinds of strategies the studentsused to figure out unknown words inan academic text and probed howwell they knew academic words. Myanalysis of vocabulary assessment andinterview data yielded several obser-vations. I highlight four trends here:

❶ The native English-speakingstudents exhibited stronger academicvocabulary skills than the language-

minority students in introductorypsychology classes who, in turn,performed better than the language-minority students in advanced ESOLclasses. This is not a surprising finding:we would expect language-minoritystudents to still be developing theirEnglish vocabulary knowledge. How-ever, there was a narrower gap inperformance between language-minority students enrolled in intro-

ductory psychology classes and theirnative English-speaking peers thanbetween language-minority studentsin introductory psychology classesand language-minority students inadvanced ESOL classes. This isencouraging as it suggests that theselanguage-minority students, who have’transitioned’ beyond the need for ESLclasses, have indeed developed theiracademic vocabulary skills.

❷ On average, General Educa-tional Development (GED) recipientsdemonstrated slightly weaker academicvocabulary skills than high schoolgraduates, a trend observed for bothlanguage-minority and native Englishspeaking students. This gap in academicword knowledge, however, was mostmarked among language-minoritystudents enrolled in introductorypsychology. This finding may providesome basis for directing vocabularyinstructional services to language-

minority students who are GEDrecipients and enrolled in mainstreamcourses.

❸ Language-minority communitycollege students with greater breadthof academic word knowledge alsodemonstrated greater depth of academicword knowledge. In other words,students with larger English vocabu-laries were able to identify morepossible meanings and uses for wordsthan students with smaller Englishvocabularies. Depth of academic word knowledge is important becausewords often have multiple meaningsdepending on the contexts in whichthey appear (Nagy, 1995; Read,1998). (For example, the word fieldcan be used as in “to plant corn in afield” or as in “the field of medicine”or “to field questions from the press.”)Knowing only one meaning mighthamper students’ reading compre-hension: previous studies haveshown that learners will cling to a familiar meaning even when themeaning does not fit the broadercontext of the reading material(Huckin & Jin, 1987). These findingssuggest that deepening students’understanding of words they alreadyknew — not just teaching themmore words — would be a pro-ductive route to vocabulary develop-ment (Lewis, 2000).

❹ Finally, language-minoritystudents with relatively strongeracademic word skills were notconsistently better at inferring wordmeanings in context than studentswith relatively weaker academic wordskills. On the other hand, studentswith weak academic word skills weregenerally unsuccessful in their attemptsto figure out word meanings in context.In other words, good academic vocab-ulary knowledge does not guaranteesuccessful inferencing, but without it,successful inferencing is less likely.This is likely because students who donot know enough of the surroundingwords in an academic text will strug-gle to infer the meaning of a particular

RESEARCH FINDINGS

“While the meanings of technical words are often reinforced by class

lectures and discussions, students may be expected to already know the

meanings of academic words. Knowledgeof academic words has been found todistinguish academically well-preparedfrom under-prepared college students

from all backgrounds.”

Focus onBasics


word (Stahl, 1999). I found this to be true for language-minority studentsin both advanced ESOL classes andmainstream content courses. Thissuggests that students will need tocontinue strengthening their wordinferencing skills even after they havetransitioned into mainstream classes.

There appear to be a range ofacademic word skills (e.g., breadth ofword knowledge, depth of knowledge,word inferencing skills) that can helpfocus academic word learning andteaching. With these findings, I hopeto provide an empirical basis forprompting new thinking in theABE/ESOL field about the need forand nature of academic vocabularyinstruction for college-bound lang-uage minority students.

ReferencesAnderson, R. C., & Freebody, P. (1981).

“Vocabulary knowledge.” In J. Guthrie(ed.), Comprehension and Teaching:Research Reviews (pp. 77–117). Newark,DE: International Reading Association.

Beglar, D., & Hunt, A. (1999). “Revisingand validating the 2000 Word Leveland University World Level VocabularyTest.” Language Testing, 16(2), 131-162.

Carver, R. (1994). “Percentages of unknownwords in text as a function of the relativedifficulty of the text: Implications forinstruction.” Journal of Reading Behavior,26(4), 413-437.

Coxhead, A. (1998). “A new academicword list.” TESOL Quarterly, 34(2),213-235.

Farrell, P. (1990). Vocabulary in ESL: A Lexical Analysis of the English ofElectronics and a Study of Semi-technicalVocabulary. Dublin, Ireland: Centre forLanguage and Communication Studies.(ERIC Document ReproductionService No. ED332551)

Huckin, T. & Jin, Z. (1987). “Inferringword meanings from context: A studyin second language acquisition.” In F.Marshall (ed.). ESCOL’86. Columbus,OH: Ohio State University Departmentof Linguistics.

Kuehn, P. (1996). Assessment of Academic

RESEARCH FINDINGS

Literacy Skills: Preparing Minority andLimited English Proficient (LEP) Studentsfor Post-secondary Education. Fresno, CA:California State University, Fresno.(ERIC Document ReproductionService No. ED415498)

Lewis, M.(ed.) (2000). Teaching Collocation:Further Developments in the LexicalApproach. London: LTP.

Nagy, W. (1988). Teaching Vocabularyto Improve Reading Comprehension.Newark, DE: International ReadingAssociation.

Nation, I. (1990). Teaching and LearningVocabulary. Boston, MA: Heinle &Heinle Publishers.

Read, J. (1998). “Validating a test tomeasure depth of vocabulary knowl-edge.” In Kunnan, A.J. (ed.). Validationin Language Assessment: Selected Papersfrom the Seventeenth Language TestingResearch Colloquium, Long Beach.(pp. 41-60). Mahwah, NJ: LawrenceErlbaum Associates.

Santos, M. (2000). Analyzing AcademicVocabulary and Contextual Cue Supportin Community College Textbooks. Un-published qualifying paper, HarvardGraduate School of Education,Cambridge, MA.

Stahl, S. (1999). Vocabulary Development.Cambridge, MA: Brookline Books.

Wiley, T. G. (1993). Access, Participationand Transition in Adult ESL: Implicationsfor Policy and Practice. Washington,DC: Southport Institute for Policy An-alysis. (ERIC Document ReproductionService No. ED421897)

About the AuthorMaricel G. Santos is a research associatewith the National Center for the Study ofAdult Learning and Literacy (NCSALL).Her research and teaching interests includesecond language vocabulary development,academic language proficiency, and theinstructional needs of L2 learners makingthe transition from language-based instruc-tion to academic content instruction.❖

Focus on BasicsElectronic

Discussion ListFocus on Basics electronic dis-

cussion list is a forum for discussionabout the articles published in Focuson Basics. It is a place to conversewith colleagues about the themesexamined in the publication; to get questions answered and to posethem; to critique issues raised in thepublication; and to share relevantexperiences and resources.

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Editorial BoardVolume 6D

February 2004

Miriam Burt, Center for AppliedLinguistics, Washington, DC

Janet Liftee, McKinley CommunitySchool, Honolulu, HI

Betsy Topper, MetropolitanAlliance for Adult Learning,Kansas City, MO

Sally Waldron, World Education,Boston, MA


Focus onBasics

Community colleges havelong recognized theneed for postsecondary

education and made access toit easy and affordable. Mostcommunity colleges have madea strong commitment to whatis known as the open doorpolicy: they will not turn awayany student who has a highschool diploma or has passedthe tests of General Educa-tional Development (GED).Many nontraditional adultlearners enter communitycolleges, via this open door,after completing adult basiceducation (ABE) programs orhaving been out of school for along time. As inviting as theopen door may be, some hiddenbarriers in this policy may pre-vent nontraditional learnersfrom attaining a degree.

The open door policy atcommunity colleges is a benefit tonontraditional adult learners whowant to go to college but are intimi-dated by the criteria of the traditionaladmissions process. A potential stu-dent needs only to complete theapplication and provide a copy of ahigh school diploma or a GED certi-ficate. Also, high school transcripts,Scholastic Achievement Test (SAT)or ACT scores, and letters of recom-mendation are not required. Thesimplicity of the application processmakes applying easy and the rollingadmissions policy allows learners —traditional and non — to submit an

application at any time and begintheir postsecondary educations almostimmediately.

Who are nontraditional students?Several characteristics help definethem. Nontraditional students gen-erally have delayed enrollment,meaning that they did not enterpostsecondary education immediatelyafter completing high school (NCES,1996). Approximately 41 percent ofthe students enrolled in postsecondaryeducation are age 25 and older; theaverage age is 29 (AACC, 2000).They usually have a GED or anAdult Diploma, rather than a trad-itional high school diploma. Many ofthese students are financially indepen-dent, attend school part-time, andwork full-time. Many have dependentsother than their spouses and many aresingle parents. They also tend to bethe first in their families to attendcollege (National Center for Educa-tion Statistics, 1996).

Remediation NeedsBy keeping the doors to higher

education wide open, community col-leges have accepted the responsibilityfor educating all their students, includingthose who are not ready to do college-level work. Almost all community

colleges offer remedial classes in math,English, and writing. Community col-leges now serve more than 10 millionstudents a year. Almost five million ofthese students are enrolled in one ormore remedial courses that often donot offer credits toward a degree (Com-munity College, 2000). Remedial ordevelopmental courses are designed tohelp under-prepared students strengthentheir reading, writing, and math skillsso they will succeed in college-level,credit-bearing courses. Most of thestudents in remedial or developmentalcourses are right out of high school,but many of the students who needremediation are nontraditional adultlearners who have been out of schoolfor a long time (Jenkins & Boswell,2002). This is one of the hiddenbarriers to completing postsecondaryeducation: the open door policy interms of academic achievement masksthe skill requirement that exists.

Community colleges have differ-ent standards for what is consideredremedial. Standards differ from stateto state and sometimes even within astate (Jenkins & Boswell, 2002). Todetermine whether a student needsremediation, most community collegesrequire students to take a basic skillsassessment test (Jenkins & Boswell,2002). The most popular college place-ment tests are the ACCUPLACERand the ASSET. Both are adaptivecomputer tests: each new question isbased on whether the previous ques-tion has been answered correctly. Ifthe question has been answered cor-rectly, the level of difficulty for thenext question increases; it decreases ifthe question is answered incorrectly.

History of the Open Door PolicyFrom their inception in the early 20th century, community colleges have offeredhigher education to the masses. Until the late 1960s, attracting academicallyprepared students was not a problem. In the late 1960s there was a significantdecline in the number of college-bound students. The universities decided torelax admissions policies and offer financial aid to attract academically preparedstudents. As the pool of academically prepared students dwindled, the com-munity colleges had to try a new strategy. They implemented the open doorpolicy to draw students and increase their enrollment (Cohen & Brawer, 2003).

The Open Door PolicyHidden Barriers to Postsecondary Education for Nontraditional Adult Learnersby Deepa Rao

Focus onBasics


Students generally take this three-hourtest as a part of the enrollment processbefore the semester starts. A studentwho scores 75 on the Sentence Skillssection of the ACCUPLACER mayplace into the highest-level remedialEnglish course at one school or intoa credit-bearing course at another.

Cut-off scores prevent underpreparedstudents from placing into credit-bearing courses. Nothing, however,prevents students whose skills arebelow the level needed to succeed inremedial-level classes from placinginto them. Students who need tocomplete one or two remedial courseshave a good success rate for completinga degree program. This success rate de-creases with each additional remedialcourse. In one study, 55 percent ofstudents who took only one remedialcourse completed a degree program.This rate dropped to 35 percent forstudents who took three or moreremedial courses, including reading(Adelman, 1998). Is the open dooropen too wide? Should communitycolleges redirect students who aregoing to need more than two re-medial courses to other programs —back to ABE programs, perhaps —before they enter community college?

CostRemedial education is not free.

At many community colleges, thetuition for one remedial course is thesame as or slightly less than a credit-bearing course. The average cost toattend a public two-year college is

$1,735 per year for tuition and fees.This does not include books and sup-plies and other expenses such as rent,transportation, and care for dependents.Total expenses in 2003 for a full-timeeducation at two-year public collegecould cost a student more than $10,000a year (The College Board, 2002).

The federalgovernment pro-vides some financialrelief to eligiblecollege-boundstudents throughloans and grants.To receive federalloans, students mustbe enrolled for atleast six credit hours.Nontraditionaladult learners oftenattend school less

than halftime, taking less than sixcredit hours a semester (Bosworth &Choitz, 2002). Less than half-timestudents are not eligible for the federalloans; the only federal funding forwhich they are eligible are Pell Grants.

The Pell Grant is available onlyto those who show financial need andwho have not completed a Bachelor’sdegree. It does not have to be repaid.

Students who receive a Pell Granteach year must make what is termedsatisfactory progress toward completinga degree-bearing program, such as acertificate program or an Associate’sor a Bachelor’s program. This progressis measured in credits acquired towardsa degree or certificate, and can affectwhether or not the student will receivethe Pell Grant again. Most communitycolleges allow students to use theirPell Grants to pay for remedial courses.In most cases, however, students receiveonly what is termed institutional creditfor taking remedial courses. Thesecredits do not go towards an Associate’sor Bachelor’s degree. Students whorely on their Pell Grant funding to pay for remedial courses are notmaking satisfactory progress towards adegree. Students must reapply for thePell Grant each year and this requestwill eventually be denied (ShorelineCommunity College, 2003). This lossof funding can have a huge impact ona student’s ability to complete a degree.

The community colleges arecaught in a dilemma: most postsec-ondary institutions look to the federalgovernment for funding to operatetheir developmental classes. Themoney comes from the higher educa-

The Pell Grant• The Pell Grant is the most common form of federal grant funding.• It does not have to be repaid.• It is available only to those who show financial need and who have not

completed their Bachelor’s degree.• Students must apply for the Pell Grant every year; it is not guaranteed.• It can be used to pay for remedial/developmental courses at most community

colleges.• It cannot be used for short-term training courses (example: six week job

training course)• A student can jeopardize Pell Grant funding if he or she is not making

satisfactory progress towards a degree (Associate’s or Bachelor’s)

The Details• The amount of grant money a student receives is based on a complex

formula that takes into account expenses such as credit hours, tuition, andhow much the student can contribute.

• The Pell Grant award decreases if the student’s contribution increases.• The formula does not take into account personal expenses such as rent,

books, or computers.(Shoreline Community College, 2003)

— FAST FACTS —

“Students who need tocomplete one or two remedialcourses have a good successrate for completing a degreeprogram. This success rate

decreases with each additionalremedial course.”


Focus onBasicstion budget, with the stipulation thatthe school has to provide credit for allcourses paid for by these funds. With-out these funds, the colleges wouldprobably not offer the courses. Andthese courses benefit the many studentswho need just a little remediation be-fore enrolling in credit-bearing courses.

Narrowing the Opening

Some postsecondary institutionsare examining their open doorpolicies. In 2001, for example, theUniversity of Maine at Augusta(UMA) instituted a newpolicy called responsibleadmissions. UMA found thatnot all students with GEDs or high school diplomas wereproficient enough in reading,writing, and math to besuccessful in college-level or even in remedial-levelcourses. They did not want to set up their students (andfaculty) for frustration andfailure. Students in the lower25th percentile of their highschool class or students whoscored in the lower 25th per-centile of the GED must take a pre-admissions placement test. All otherstudents take a placement test afterthey enroll. If a student does not dowell enough on the placement test toplace into the remedial-level courses,UMA refers him or her to a local adulteducation center. Students who needto work on only one skill are offeredadmission to the University. Thosewho need work on more than oneskill are encouraged to retake the place-ment test once they complete thecourses at the adult education center(Sherry Fraser, personal communi-cation, May 23, 2003). Other collegesmay have similar programs underway.

Conclusion Without the community college’s

commitment to the open door policy

and remedial education, nontraditionaladult learners would not have accessto postsecondary education. But accessis not enough. Community collegesshould recognize that not all studentsare ready even for remedial-level work.By not recognizing this, they are under-mining the success of nontraditionaladult students. By placing students incourses that are above their skill level,they are setting students up for failure.The more Pell Grant money studentsspend on institutional credit remedialcourses, the less Pell Grant moneythey will be able to spend on credit-bearing courses that can be countedtowards a degree.

While opening doors to all studentsis a laudable goal, community collegeswould do well to re-examine policiesthat admit students with very limitedacademic skills. Less than halftimestudents, who may use their Pell Grantaward to pay for several remedialcourses, need to know what the PellGrant guidelines are for making “satis-factory progress” and that they maylose funding if they do not meet them.Both adult education centers and com-munity colleges should take responsibilityfor educating nontraditional studentsabout these critical points.

ReferencesAdelman, C. (1998). The kiss of death? An

alternative view of college remediation.http://www.highereducation.org/crosstalk/ct0798/voices0798-adelman.shtml;accessed May 21, 2003.

American Association of CommunityColleges (2000). Community college factsheet. http://www.aacc.nche.edu/ Content/NavigationMenu/AboutCommunityColleges/ Fast_Facts1/Fast_Facts.htm;accessed April 20, 2003.

Bosworth, B., & Choitz, V. (2002). HeldBack: How Student Aid Programs FailWorking Adults. (pp. 1-3). Belmont,MA: FutureWork.

The Center for Community College Policy.(2000) Quick facts: Remedial education.http://www.communitycollegepolicy.org/html/Issues/Remedial/quickfacts_RE.htm;http://www.communitycollegepolicy.org/html/top.asp?page=Issues/Access/Access_map.asp; accessed April 20, 2003.

Cohen, A., & Brawer, F. (2003). TheAmerican Community College.Fourth Edition. San Francisco:Jossey-Bass.

The College Board (2002). Trendsin college pricing. http://www.collegeboard.com/press/cost02/html/CBTrendsPricing02.pdf;accessed April 15, 2003.

Jenkins, D., & Boswell, K. (2002).“State policies on communitycollege remedial education:Findings from a national survey.”Education Commission of the States.Denver, CO: Center for Com-munity College Policy.

National Center for EducationStatistics (1996). Nontraditional under-graduates: Trends in enrollment from1986 to 1992 and persistence and attain-ment among 1989-90 beginning postsec-ondary students. http://nces.ed.gov/pubs/97578.html; accessed October 2, 2003.

Shoreline Community College (2003). Fed-eral Pell Grant Program: 2003 legislativebrief. http://elmo.shore.ctc.edu/ Legislative/PELL%20BRIEF%202003.pdf; accessedApril 20, 2003.

About the AuthorDeepa Rao has been coordinating the NewEngland ABE-to-College Transition Project,a project of the New England LiteracyResource Center, World Education, Boston,since April, 2002. Prior to that, she workedas a GED and ESOL/Citizenship Programcoordinator and teacher in Boston. Shebegan her adult education career as avolunteer teacher for Americorps/CityYear Boston Program.❖

“While opening doors to all students is a laudablegoal, community colleges

would do well to re-examinepolicies that admit

students with very limited academic skills.”

Focus onBasics


N ot just post secondaryinstitutions are exam-

ining their policies: manyadult basic education (ABE)programs are, too. Rec-ognizing the need to bringstudents’ academic levelup before entering intocommunity college, thisABE program reached outto a nearby communitycollege to create this col-lege preparation program.

Almost every seat in thisremedial math class is taken. Thestudents take a moment to reviewtheir last homework assignment,converting word problems intoalgebraic expressions, and thenthe first hand goes up.

“Question 10,” a studentcalls out.

Eddie Rose, the instructor,turns to the whiteboard and re-sponds, “Read the word problemto me and tell me how to write iton the board.”

As the student reads throughthe word problem, she also tellsEddie how to change the wordsinto a series of numbers, signs,and parentheses. Once finished,Eddie turns to the class, andsays, “Does everyone agree with what’s on the board?” A few heads shake disapprovingly.

“Okay. So what needs to bechanged?” A couple of studentsmake suggestions and once theequation is perfected, the classworks together to get the answer.Once the problem is solved andall heads nod in agreement aboutthe process and the answer, anotherstudent calls out the next problemto work through.

This remedial math class is

unlike the majority of remedial mathclasses offered at communitycolleges throughout the UnitedStates. Why? Because this mathclass is not housed on a collegecampus but at a local adult educa-tion center: the New Haven Adultand Continuing Education Center(NHACEC), in New Haven, CT.Students at NHACEC have theopportunity to take remedialcourses before they attend com-munity college and they can do it for free. A strong collaborationwith their local community college,Gateway Community College(GCC), enables NHACEC to offerstudents six remedial-level coursesat absolutely no cost to the student.Students who participate in theGAP Program, as it is called, havealready earned their high schoolcredentials, or are in the advancedGeneral Educational Development

(GED) and English as a secondlanguage (ESOL) classes. Bothbarriers are addressed throughthe GAP program. Even thoughthese remedial courses are free,space is limited to students whoare academically prepared to dothe work. Students who are notacademically prepared continuetheir studies in the ABE/ESOLclasses.

The GAP Program was devel-oped through the collaborativeeffort of Dr. James Boger, theDirector of NHACEC, and Dr.Kendrick Dorsey, President of GCC.Funding comes from the NHACEC,GCC, and the Nellie Mae Educa-tion Foundation. NHACEC alsoprovides in-kind contributions inthe form of instructor time for thesefree remedial courses. It is a rel-atively small program, serving 70 to80 students each semester.❖

The GAP Program

The New England ABE-to-College Transition Project

The New England ABE-to-College Transition project was launchedin January, 2000, with funding from the Nellie Mae Education Founda-tion. Its goal is to enable adult literacy program graduates to preparefor, enter, and succeed in post-secondary education so as to help themimprove and enrich their own and their families’ lives.

As of December 2003, 25 college transition programs in the six NewEngland States are part of this initiative. They operate as part of adultbasic education programs in diverse settings: community-based organi-zations, public schools, community colleges, and prisons. Regardless ofthe setting, each college transition program provides free instructionto adult learners in basic academic skills of reading, writing, math, andusing the computer and the Internet. Students also learn study skills andreceive educational and career counseling, and assistance in enrolling inhigher education. Students who have successfully completed the collegetransition program and have enrolled in college are mentored to helpthem to persist.

This project was conceived and designed by the New England Lit-eracy Resource Center (NELRC) at World Education. The NELRC providesprofessional development and technical assistance to the transition pro-grams and manages the project for the Nellie Mae Education Foundation.

For more information on the project, visit the web site at:http://www. collegetransition.org.❖


Focus onBasics

In the early 1960s, PresidentKennedy inspired the nationwith a sense of concern for

the well-being of our fellowworld-citizens and a sense thateach of us could indeed make asignificant difference. PresidentJohnson signed the Civil RightsAct of 1964, and people werebeginning to respond to MartinLuther King’s invitation to joinhim in the pursuit of a shininglyhopeful dream. The dream wasstrikingly elusive in Boston.Children in some of the city’sneighborhood schools werebeing short-changed in termsof the education and careercounseling they received. Manyminority youngsters were beingcounseled away from collegepreparation and into domesticand shop courses.

Nurse-educator Mary Malone wasconcerned about the dearth of minoritystudents at the professional level inhealth care. She mobilized more than100 volunteers to provide accurateinformation and guidance aboutcareers in nursing and the alliedhealth fields to Boston youngsterswishing to pursue professional careers.The volunteers also offered tutoringand mentoring to the students, through-out high school and college. TheODWIN (Opening Doors Wider InNursing) Learning Center was born.By 1966, the parents of these studentsand other adults asked for similar help.In response, ODWIN opened its owndoors wider to the population thatwould eventually become the program’ssole focus: adults with great potential,

but inadequate education, who aspiredto a professional-level career requiringcollege credentials. ODWIN alsobroadened its focus beyond the healthfield to any professional career.

Today, ODWIN’s mission is toprepare adults for success in college sothat they can enter and succeed in pro-fessional careers. We began beforethere were adult basic education (ABE),English for speakers of other languages(ESOL), and General EducationalDevelopment (GED) programs. Wehave since incorporated aspects of allthese services into our program design,making it difficult to categorize us.ODWIN today is a multifaceted, all-purpose college preparatory programfor adults.

ProgramDesign

Malone appliedthe approach to patientcare she used as anurse to education.Our diagnostic andprescriptive methodfocuses on eachindividual’s withspecific strengths,weaknesses, needs,goals, and methods of learning. We mademany mistakes inthose early days be-cause what we calledthe ODWIN 100, ourgroup of foundingvolunteers, werealready providingservice before they recognized the needfor this type of detailed planning. Ourwork with those first students madethe need evident. We learned that,based on a student’s career goal, we

needed to answer the following questions:• What academic skills are needed for

him or her to succeed in a collegeprogram leading to that goal?

• Which of these skills does this personcurrently have and to what level?

• Which of these skills does the personseem to lack or to be very weak in?

The answers allowed us to designan approach that would enable the stu-dent to develop and strengthen the nec-essary skills in a timely and effective way.

Researching CourseContent

To answer the academic skills ques-tion required researching the coursesthat our students would be taking incollege, examining textbooks, students’class notes, and tests to determine theskills necessary to handle the materialwell. For example, which specific mathskills would a person need who wantedto become a pharmacist? a dentist? anurse? an accountant?

Teachers from eachmajor subject area —math, reading, English,and science — assessedthe college material fromtheir own specialty’sperspective, and thenshared informationacross disciplines. Forexample, the readingteachers examined someexcerpts selected by amath or science teacherto determine the readingskills needed to masterthe material. The mathgroup did likewise toscience samples.

Although most ofour early students wereinterested in health-related fields, whichhelped narrow the scopeof the project, this

research took time. Once completed, itprovided us with a comprehensive listof skills in each area, and a subset ofeach that we deemed essential to successin preparation for each specific career.

ODWIN: A ProgramRooted in Historyby Mary Tacelli

Focus onBasics


We also had a base on which to buildinformation on career goals outsidethe health fields. Continued contactwith students once they have movedon to college enables us to updatethat base as needed.

Assessment ToolsThe teachers in each area then

designed assessment tools to teststudents’ mastery level of the skillsidentified above. Many of the basicskills have universal applicability andare included across the board, withcareer-specific items added as appro-priate. For example, a person aspiringto a career in accounting needs thesame basic math skills (whole numbers,ratio fractions, decimals, and percent-ages) as the person pursuing a nursingcareer. But the future nurse needs asolid understanding of measurement,as well, using both the metric andapothecary systems, and must be ableto convert between the two systems.

With the exception of our newlydeveloped computer diagnostic, weuse paper and pencil tests with roomfor figuring in math. They are nottimed, and we urge people not toagonize over them because they areneither graded nor ranked, but arestrictly for planning purposes. A gradeprovides one assessment of a student’sskills: 15 correct out of 25 items, forexample, indicates that the personseems to possess 60 percent of theskills tested. But which ones? And,more to the point for planning, whichspecific skills does the 40 percentindicate that the person seems not topossess? We must prescribe a remedyto enable the student to succeed atthat last 40 percent. Consequently,each of the original pre-tests, as wellas the many subsequent revisions, hadto be designed to provide skill-specificinformation.

The three core — or foundation— areas consist of reading/study skills;basic math and communication skills,which include grammar and writing,and are tested on paper; and speakingand listening, which, when appropriate,

are tested in interviews. The advancedcourses include algebra, chemistry,composition, and biology. The teacherscreated post-tests that are similar tothe pre-tests for each area; they usethem for comparison when studentscomplete components of their plans.

An ODWINStudent’s Journey

After attending an informationsession, a potential student first takesthe series of diagnostic tests in thecore academic areas of reading/studyskills, basic math, and communicationskills. If any of those tests indicate suf-ficient strength in the skills tested, amore advanced test is given to identifythe level, if any, at which the studentshould begin work in that skill area.For example, if the basic math testindicates no weaknesses, the personwould then take the algebra pre-test.

As the teachers correct the diag-nostic tests, they prepare a profile of theperson’s strengths and weaknesses ineach subject along with recommenda-tions. These form the framework of theperson’s individualized student educa-tional plan: a program of study designedwith the student within the frameworkof the diagnostic test results as theyapply to the student’s career goal. Theteachers also include estimates of thetime the student is likely to need atODWIN to acquire and strengthenthe specific skills required for successin a desired college curriculum. Forexample, the student might need workin one or more of the foundation courses,one or more of the advanced courses,or a combination. Then a staff membermeets with the student to discuss therationale for the recommendations andto help him or her develop an actionplan to implement them within thecontext of her daily responsibilitiesand time constraints.

The FoundationCourses

ODWIN is not strictly a basiceducation program, but most students

who enroll need some work at thefoundation level. Not everyone needsthe same skills, however, and studentsare frequently self-conscious, insecure,and reluctant to ask questions whenthey first start classes. Consequently,we decided early on to combineindividualized instruction with agroup setting for each of the threefoundation courses.

A basic math class, for example,which meets twice a week for two hourseach time, may have up to but notmore than eight students, each of whomhas a study plan based on the skills heor she needs. The teacher, a staff mem-ber with a math background, workswith each student individually on oneaspect of a specific skill, leaving thatstudent to practice the skill while theteacher moves on to another student.Because the concepts are presented insmall increments, students can graspthe general idea sufficiently to solidifytheir understanding through practice,with the teacher returning periodicallyto make sure the student is on trackand to respond to any questions. Thisapproach is extremely demanding onthe teacher, but enables the student tomake remarkable progress in a shorttime. On the worst of days, several stu-dents could be ready to begin a newtopic at the same time. After the firstweek or so students are working inde-pendently and at their own speed.Lacking the need to keep up with otherstudents or to wait for others to keepup with them, our students are free tomove at a comfortable and productivepace. The privacy of working with theteacher one-on-one makes it easier toask questions. The student develops a real understanding of the conceptscovered, experiences success early and frequently, and gains greater self-confidence as well as solid academicadvancement.

The basic English and reading/studyskills classes operate similarly, staffedby experienced teachers. Depending onthe class composition, these languagearts classes are sometimes limited toseven students. While we do not includecomputer skills in the foundation cat-


Focus onBasicsegory, we do conduct computer classesusing the individualized approach.

When ODWIN started, no mar-ket had as yet developed for basic skillsmaterial for adults. Rather than usematerials devised for young readers, wehad to develop most of our own teachingmaterials. As a result, our file cabinets,crammed with original teaching ma-terials designed by ODWIN staff andrevised periodically to keep them cur-rent and applicable, are our mostvalued possessions. Supple-mented by various workbooksand an English manual, Writer’sChoice, published by Glencoe,these are our texts for thefoundation courses. Not onlydoes this provide materialtargeting the adult learner, butit also provides the flexibilitynecessary for individualizedinstruction. Each student con-structs a book tailor-made to hisor her needs, building it unit byunit. Each unit addresses one concept,initially presented by the teacher in aone-to-one instructional session.

The AdvancedCourses

Regardless of how effective theindividualized foundation courses are,students must be prepared to handlemore impersonal college courses. Forthis reason, algebra, biology, chemistry,composition, humanities, notetaking,pharmacological math, and thinking/reasoning are more conventionallystructured group classes. Using variouspresentation styles including demon-stration, modified lecture with student/teacher interaction, discovery exercises,and student presentations, the instructorcontrols the pace at which materialmust be mastered to introduce thestudent to the independent approachto learning required in college. Studentsalso learn how to use a syllabus and atextbook to full advantage, the needfor planning to meet deadlines, andthe value of keeping track of one’saverage rather than focusing onisolated grades.

Because our primary goal is to pro-vide the student with strong skills andan adequate knowledge base, classes arestill relatively small (no more than 18students) so that a teacher can quicklyrecognize any student who might needextra help outside of class. For bothlevels of biology, chemistry, and com-position, we use high school texts. Theother advanced courses use a combin-ation of original, staff-designed material,and various publications.

The staff provides educationalcounseling throughout students’ par-ticipation. When students begin thefinal phases of their educational plans,we work with them in selecting andapplying to college: advising, demon-strating how to collect information,suggesting various resources, proof-reading applications, and critiquingessays. Students themselves must dothe leg-work, however: try the dry runto see if the commute to a specificcollege is manageable, use the sug-gested resources to research possiblescholarships.

Continued ContactODWIN’s mission has always been

to help people reach a professionallevel of employment. Therefore, wecannot stop at helping students getinto college: we must help them get outof college successfully by maintainingcontact with them. Once the studentgraduates from college, we providepreparation for special licensing exams.We urge our students to call for helpif they feel overwhelmed or confusedabout anything at college. If we don’t

hear from students within their firstmonth, a staff member calls to establishcontact and to arrange dates and timesto keep in touch. If a student hasdifficulty in a course, we arrangetutoring sessions with either a staffmember or one of our volunteers, whoare ODWIN graduates. We also tapour graduates to act as mentors forstudents beginning college.

This contact enables us to use thestudents’ experiences to critique the

program’s effectiveness. For ex-ample, our notetaking course wasdeveloped to address difficultiesstudents reported having in collegelectures. The thinking/reasoningcourse likewise grew out of somestudents’ difficulty in visualizingduring college lectures and infollowing complex directions. Wehad been trying to teach theseskills within biology or algebraclasses, but recognized that thisinevitably led to sacrificing the

notetaking or thinking skill to thecourse content. Now the biology,composition, or algebra teacher canrefer to the students’ experiences innotetaking and thinking/reasoning toshow students how to apply thoseskills to specific content.

The increase in numbers of non-native English speakers seeking serviceshas created special challenges. Weroutinely refer those at the beginninglevels to free programs available. There-fore, the students enrolling at ODWINcan often use English on a functionallevel for their day-to-day lives. Withcollege degrees and professionalcareers as goals, non-native Englishspeakers need to make a quantum leapto a high level of fluency, not onlywith general English grammar, com-position, and reading/study skills, butalso with the specialized vocabulariesof mathematics and the sciences.The individualized approach makes it possible to incorporate non-nativeEnglish speakers into the foundationcourses. We have added a conversationclub as a means for students to improvetheir oral and aural fluency.

Students spend an average of two

“...we cannot stop at helping students get

into college: we must helpthem get out of college

successfully by maintainingcontact with them.”

Focus onBasics


and one-half years at ODWIN beforemoving on to college. Before adoptingthe approach outlined here, we hadtried several different short-termapproaches. The summer programproved to be effective only for thosestudents who were already strongacademically. The postgraduate yearfor recent high school graduates wasmore effective, but, since each par-ticipant brought a different level ofneed and unique mode of learning,the group approach fell short of thedesired outcome. Tutoring collegestudents when they experienced diffi-culty in a particular course provedto be a band-aid, taking the place ofidentifying and addressing the rootof the difficulty. The difficulties thatparticipants in these three programsexperienced in college led us toespouse the individualized diagnostic/prescriptive approach that has en-abled hundreds of people to changetheir lives dramatically.

ImpactOf the more than 6,000 students

who have enrolled in ODWIN classes,approximately 65 percent have com-pleted their educational plans andentered college. Based on the data wehave been able to collect, about 90percent of this group have graduatedfrom college and entered the professionto which they aspired. The thrill ofteaching these students is matchedonly by that of seeing them receivetheir college degrees, cheered on bytheir children, many of whom packedtheir father’s and mother’s lunchesduring those college years.

About the AuthorMary Tacelli began as a volunteer mathteacher for ODWIN in 1968, after com-pleting work for a Master’s Degree inMathematics from the University ofNotre Dame. She joined the staff as mathcoordinator in 1970 and, having workedclosely over the years with ODWIN’sfounder, Mary Malone, was asked tobecome ODWIN’s Executive Directorin 1988.❖

W hy dedicate an entireissue of Focus onBasics to transi-

tioning to postsecondaryeducation? Isn’t the GED goodenough? The psychic benefitsare well documented: GEDholders feel a sense of satis-faction and completion. Whatabout the economic benefits?Does the GED provide theeconomic security a highschool diploma once did?NCSALL researcher JohnTyler studies the labor marketbenefits thataccrue to thosehigh school dropouts who passthe tests of Gen-eral EducationalDevelopment.His researchreveals thatcertain groupsof GED holders benefit economically in com-parison to similar drop outswho do not complete the GED.Even with these economic ben-efits, however, GED holderswho fail to continue on topostsecondary education areleft with very low earnings.Focus on Basics spoke with

Dr. Tyler to learn more aboutwhat his research can teach usabout the need for successfultransitions to higher education.

FOB: Your research showsthat while the GED helps manyGED holders to raise their economicearning power, it doesn’t raise itenough to bring people out ofpoverty. What level of educationdo people need for that?

JOHN: I think you’d find thatthe average high school graduatewithout college earns above the pov-erty level, but you can’t make anacross-the-board statement since the

poverty level is a function of familysize. In 2002, for example, the povertythreshold for a two-parent, four-childfamily was $24,000.

Through the late 1980s and 1990s,the world got much worse for anyonewith less than some years of college.Even those with a high school diplomabecame much worse off over this periodrelative to those with at least somecollege. Simply put, the economic

Why Go Beyond the GED?

“Through the late 1980sand 1990s, the world gotmuch worse for anyone

with less than some years of college.”


Focus onBasicsreturns to higher education (relativeto having just a high school diploma)grew dramatically, although the growthof the economic gap between thosewith and without some college edu-cation has slowed in recent years.

FOB: Your research showsthat economic benefits associatedwith the GED seem to accrueonly to low-skilled high schooldrop outs. What about higher-skilled dropouts? How do theyperform economically withoutthe GED, and with the GED?

JOHN: Higher-skilled drop outs,with or without a GED, tend to dobetter on average than low-skilled dropouts with a GED. Skills really matter.

FOB: As you know, few GEDholders go on to postsecondaryeducation. Any indication of whythat is?

JOHN: There’s no research onthat. Another interesting point is thatwe don’t know how well the GEDenables them [GED holders] to getinto degree-granting programs. Often-times you need the GED to get intodegree-granting postsecondary edu-cation programs. However, we don’treally know how effective studying for

the GED is in preparing one to docollege-level work.

FOB: What advice would yougive to GED preparation programstaff — program designers andteachers — based on the resultsof your research?

JOHN: The advice is going tosound self-evident, but based on myresearch, there are two messages. First,concentrate resources on those withthe least skills, because they’ll get themost out of obtaining the credential.Second, do whatever you can to help

make the GED a bridge to postsecondaryeducation [rather than an endpoint],because postsecondary education iswhere the real economic payoffs are.

Also, research shows, not sur-prisingly, that the two tests that tendto be the biggest hurdles are the writingtest and the math test: the writing formales, the math for females. Thosetrends have been known for some timeamong the general student population,and work we have done has shownthem to be true in the GED pop-ulation as well. So put an emphasison these areas.

ResourcesTo help make the GED a bridge to postsecondary education, students must

be convinced that continuing beyond the GED is worthwhile. For teachingmaterials that tell that story as they help students prepare for the GED, down-load Beyond the GED: Making Conscious Choices about the GED and YourFuture from the NCSALL web site at http://ncsall.gse.harvard. edu/teach/beyond_ged.pdf. These materials provide GED students with practice in graphand chart reading, math, analysis of data, and writing, while they examine thelabor market, the role of higher education, and the economic impact of the GED.

For more information on the economic benefits (and limitations therein)of the GED, download Focus on Policy Volume 1, Issue 1, also on the NCSALLweb site, at http://ncsall.gse.harvard.edu/fop/v1_1.pdf. John Tyler’s researchreports, as well as summaries of the research, are available at http://ncsall.gse.harvard.edu/publication.html under NCSALL Reports and NCSALL ResearchBriefs. And, for articles covering similar information in other issues of Focuson Basics, go to http://ncsall.gse.harvard.edu/fob/ti_ged.html.❖

Master’s Degree

Bachelor’s Degree

Associate Degree

Some College(No Degree)

High School Graduate

Some High School(No Diploma)

Unemployment Rate in 2002 Median Earnings in 2001

2.8

3.1

4.0

4.8

5.3

9.2

$56,600

$47,000

$36,400

$34,300

$29,200

$22,400

Education and Training Pays

NOTE: Unemployment and earnings for workers 25 and older, by educational attainmentSources: Unemployment rate, Bureau of Statistics; earnings, Bureau of Census

Focus onBasics


In 1995, Washington Stateresponded to a truancy anddrop out epidemic with leg-

islation known as the BeccaBill, named for a Seattle-areateenager who died while skip-ping school without her parentshaving been informed by theschool district. This law re-quired all students under theage of 18 not attending a K-12 school to be enrolled in anadult learning program throughthe age of 18 or until theycompleted a certificate of Gen-eral Educational Development(GED) or a high school diploma.If students did not comply,school districts were requiredto take them to court, and stu-dents and their parents couldbe fined or sentenced to jail. Atthat time, the DevelopmentalEducation Division at EdmondsCommunity College (ECC), inLynwood, WA, housed a freeGED program as well as ahigh school completion programfor adults over the age of 17,in which students under age19 had to pay full collegetuition. Over the next few years,the program was swamped with16 to 18 year olds, many ofwhom would have preferred to

earn a high school diploma butcould not afford the tuition. TheGED program did not provideany career training or job skills.A specialized free programthat combined a high schooldiploma with career trainingwas needed for these drop outs.

After researching what washappening in other school districts,Karen Johnson, the ECC Dean ofDevelopmental Education, learned of several “youth re-engagement”programs at local community col-leges that were contracting with localdistricts to provide diploma programsat the colleges. Statefunding for thesestudents wasdivided be-tween theschooldistrict,whichreceived a smalladmini-strative fee,and thecommunitycollege, whichreceived thelarger share toprovide the educa-tional program. A groupof faculty and staff from theDivision visited with staff of theseprograms, including a visit to a modelprogram at Portland Community

College. In the fall of 1999, a smallteam of High School Completion staffbegan to design a program that wouldtarget 16- to 21-year-olds to completehigh school and transition into pro-fessional-technical programs at thecollege. Meanwhile, Karen Johnson,with support from the college admini-stration, approached the EdmondsSchool District to discuss funding.Years of articulation between thecollege and the school district pavedthe way for an agreement that wasfinalized in the fall of 2000. Thus wasborn the Edmonds Career AccessProgram, or EdCAP.

Creating a New Program

The initial thrill of planning anew and vital program wore off quickly.Our first obstacle was funding. Thecollege gave us a small start-up budgetthat allowed us to hire a part-time

instructorand a part-time case

manager, so we began slowlywith a small number of students andpart-time staff. The Department Headand the Literacy Coordinator already

EdCAP: A TransitionProgram in TransitionFine tuning a transition program for recent high school drop outs requires a willingness to try and try againby Karen Johnson, Barbara Haas, Barbara Harrell, & Roy Alameida


Focus onBasicshad more than full-time responsibilitiesbut were called upon to oversee theinfant program.

We began with 12 students whoattended a three-day orientation, com-pleted assessments, and registered inSeptember, 2000. We enrolled all thestudents in a one- credit, requiredEdCAP Success class, which was de-signed to help students transition totheir college courses; one course intheir professional-technical area of in-terest; and a career exploration courseoffered through the college. One monthlater, only nine students remainedregularly attending their classes. Ourcase manager met with students bi-weekly and noted that several studentsseemed detached from the program anddistracted in their classes. Difficultiesoutside the classroom interfered withtheir attendance and became excusesfor their failure to complete homework.Students described changing livingarrangements, lack of money to payfor daily expenses, lack of sleep, anddrug and alcohol use. Faculty in theprofessional technical programs re-ported that the EdCAP students wereundisciplined, had poor attendance,

and exhibited behavior problems.Nevertheless, our office staff was dil-igently compiling a list of potentialstudents for the next quarter.

We believed that we could makeour model work. The EdCAP staff —two part-time faculty, one part-timecase manager, the Department Head,and the Director of Literacy Programs— met weekly to discuss reasons forthe loss of three of our “pioneers,” rehashour curriculum, and debate the bestapproach for the next quarter. This wasthe beginning of two years of intro-spection and revision. Some of thisreflection involved formal evaluationusing our limited completion data;however, most was anecdotal evidencecollected from our classes and advisingsessions with our students. Each timewe advised students we discovered moreabout the barriers they faced and theirlack of preparation to make the leapto an adult learning environment. We understood that our struggles were a necessary and positive part of theevolution of the program and wouldhelp us figure out how we could be-come a unique and successful entity inthe larger community college system.

Making ChangesAs we grappled with ways to retain

our students, we began making changesin our required EdCAP Success courseand in our advising. Progress reports fromfaculty in the professional-technicalprograms indicated that many studentswere not attending regularly nor werethey completing assignments on time.We had hoped that our EdCAP Successcourse would provide the necessarysupport for these students, but we foundthat skills learned in the EdCAP classdid not necessarily transfer to collegecourses outside our “protected” division.A one-credit, one-quarter course wasinsufficient. We added a required, sec-ond-quarter EdCAP class and increasedthe number of credits for the first-quartercourse to three. We then revised ourcurriculum for our two-quarter sequenceof EdCAP courses by including careerexploration. The staff agreed thatkeeping students in a cohort with thesame EdCAP instructor for two quar-ters would result in a stronger networkof support and more continuity in in-struction. We also decided that, withrare exceptions, all first-quarter EdCAP

• 1 credit EdCAP Success Class• 2 credit College Career class• Prof. Tech. class or prerequisite

1st Quarter• 3 credit EdCAP Success Class• 1 or 2 classes in Dev. Ed. Division

2nd Quarter• 2 credit EdCAP Success Class

1st Quarter• 4 credit EdCAP Success Class• 1 or 2 classes in Dev. Ed. Division

2nd Quarter• 2 credit EdCAP Success Class

1st Quarter• 4 credit EdCAP Success Class (Changing to

5 credits in the spring)• 1 or 2 classes in Dev. Ed. Division

2nd Quarter• 2 credit EdCAP Success Class (Changing to

3 credits in the spring)

Evolution of Edmonds Career Access Program

Fall Quarter 2000(12 students)




Quick entry into Prof. Tech. field with minimalsupport.

More careful advising with students placed inDevelopmental Education classes and twoquarters of EdCAP Success classes.

Creation of “cohorts” of students and teachersin EdCAP classes over two quarters.Two quarter EdCAP class sequence looselyintegrated to allow student to develop alearning and career plan.

Strengthening of cohort model with additionalrequirement of Challenge Course for firstquarter students. Tightly coordinated EdCAP Success curriculumfocused on understanding self and developinglong and short term personal and educationalgoals.

REQUIRED COURSES EMPHASIS

Focus onBasics


students would take only courses inthe Developmental Education Divi-sion rather than attempting courses ina professional-technical area. In thisway, students could boost their basicreading and math skills while prac-ticing positive classroom behaviorstaught in the EdCAP Success classes.

Because progress reports showedthat attendance was a signifi-cant factor in whether studentswere successful, we establishedstrict attendance requirementsin the EdCAP Success classes.Our staff worked out the detailsof a probationary status for stu-dents who failed to meet eitherthe attendance or grade pointrequirements and helped themdevelop plans to be successful.To handle these additional re-sponsibilities, we hired a full-time casemanager who advises students withbehavioral and academic concerns.

We were also challenged in thefirst two years by a substantial turn-over in staff: two part-time case man-agers and two part-time instructorsresigned. Also, in the excitement tolaunch this new program, processesand procedures had not clearly beenestablished. Although staff attemptedto meet weekly, scheduling conflictsoften prevented this. When we didmeet, we frequently had an agenda thatlooked more like a “to do” list thanthe substantial kinds of discussions wehad had earlier in the glorious, pie-in-the-sky planning days. Since responsi-bilities were being crafted as we evolved,we had conversations answering suchquestions as “Was that my job?” “Whendid we decide that?” “Why didn’t thisget done?” And staffing wasn’t the onlychallenge. Space, at a premium on cam-pus, soon became even tighter with thenew EdCAP students placing demandson the GED reception area staff. Fromthe initial 12 we had grown in twoquarters to more than 60 students andto more than 150 by the end of thesecond year.

Our unique location created bothopportunities and additional hurdles.Because we are part of a community

college, our students have access toour high-tech library and computerlabs, counseling and support services,and multicultural center. In our EdCAPclasses, we incorporated a variety ofguest speakers from across campus.Our students were also able to partici-pate in the weekly community collegeactivities, such as campus barbecues

and brown-bag lectures. Because weare a large system, the EdCAP staffworked strenuously to communicate thepurpose and goals of our programs tofaculty who expressed frustration withEdCAP students. Our case managersends out notices to instructors at thebeginning of each quarter to explainEdCAP and to identify students in eachfaculty member’s classes and followswith two progress report forms duringthe quarter. The case manager commu-nicates frequently with faculty on acase-by-case basis as she hears of stu-dents who are having difficulty. Weinvite faculty from various programsto present information and suggestionsto us at EdCAP Department meetings.This work continues.

Now and the FutureOur principal concern is still

retention. We struggle to increasestudent success and completion. Whilewe are now hovering around 55 percentretention in EdCAP, which is good forthis population, we are not satisfied.Too many students fail to attendclasses regularly; too many do not do

the homework; too many lacksupport to prevent crises intheir lives from interruptingtheir education. This summer,we discussed ways to promotestudents’ self-esteem and theirability to persist. Some of ourstaff suggested that we contacta local outdoor education pro-gram, Eagle Rock ChallengeCourse (Mount Vernon, WA)

that uses ropes and other obstaclecourses to promote personal growthand teamwork. We were able to makethe Challenge Course a requirementfor the new fall quarter EdCAP stu-dents. The instructors of the EdCAPSuccess classes and the case managerparticipated with the students andwill be involved in follow-up trainingthroughout the year.

Our staff is finally stable. Wehave more clearly defined our jobdescriptions and are successfullyemerging as a team. EdCAP facultymet throughout the summer to refinecurriculum and began the year withnewfound energy and purpose. Ourfirst Challenge Course was well re-ceived and returning EdCAP students

• A strong relationship from the start with the localschool district was essential.

• Enthusiasm and desire were not enough. We neededstaff and space before we enrolled students.

• This population of young drop outsrequired gradual transition into collegeclasses and intensive support.

• Curriculum in the EdCAP Success classesneeded to include social skills as well as study skills.

• To be a team we needed clear job descriptions and reasonable expectations.• We should have been better prepared for out-of-control growth. • It was inevitable and desirable that the program would change. We had to

be willing to give up how we thought the program should look in order tomake it work for students.

“...in the excitement to launch this new program,processes and procedures

had not clearly beenestablished.”


Focus onBasicsare asking to be included. As theacademic year progresses, our EdCAPSuccess classes already show signs ofimproved retention (up from 70 to 90percent) and we have recruited a mem-ber of the math faculty to teach aclass designed specifically for EdCAPstudents.

In spite of all these steps forward,we face new challenges. The WashingtonState Essential Learning Requirements,our state assessment examination, and aSenior Project will become requirementsfor high school graduation in 2008. Weknow that there will be much discussionbefore 2008 and feel uncertain as weawait the onset of these requirementsand what they may mean for our stu-dents. We are excited about the pos-sibility of developing a senior projectthat includes service learning — doinga project that provides a service to thecommunity — connected to students’career goals. We believe that this com-ponent would give our students a linkwith the community and a place to prac-tice their professional-technical skills.

We are now in a better positionto reflect on our efforts and continuestrengthening the program to meet theneeds of students. The dynamic natureof this program and its students keeps usmoving forward. In times of shrinkingbudgets, programs such as EdCAP thatmeet the needs of this specialized commu-nity must rise to the occasion.

About the AuthorsRoy Alameida teaches EdCAP Successclasses. He has worked in secondary andadult education as a teacher and curriculumdeveloper for eight years.

Barbara Haas is the Department Head forHigh School Completion and EdCAP.She has worked for more than 20 years inboth secondary and adult education as ateacher and curriculum specialist.

Barbara Harrell has worked in Adult Lit-eracy as a teacher, advisor, and programcoordinator for 10 years.

Karen Johnson is the Dean of Develop-mental Education. She has more than20 years experience in developmental edu-cation as a teacher, program developer,department head, and administrator.❖

Dorcas Place is a 22-year-old adult andfamily learning center

in Providence, RI, whichassists low-income adults torealize their full potentialthrough literacy, employment,advocacy, and communityinvolvement. Four years ago, we surveyed students to determine their long-termaspirations. Only half of themore than 100 students enrolledat that time indicated thatthey intended to continue theirstudy after they passed thetests of General EducationalDevelopment (GED). Thismirrored the student profile inRhode Island, where 43 per-cent indicated GED as theirterminal goal (OVAE, 2003).In fact, Dorcas Place students’aspirations were better thanthose in the United States over-all. The US Department ofEducation’s OVAE 2003 reportto Congress (using year 2001figures) states that only 25 per-cent of adult students enrolledin adult education have transi-tion to postsecondary educationor training as their goal.

While a larger percentage ofDorcas Place students aspired topostsecondary education than didstudents in other states, as a staff, webelieved that 50 percent was too low.

Research shows that increasing theeducational attainment level of adultsleads to reductions in family povertyrates, higher wages, stronger labor forceattachment, and greater personal andcivic responsibility (Dann-Messier,2000). Thus, the task of raising theaspirations of students and theirfamilies became a top priority forDorcas Place. We got funding fromthe Nellie Mae Education Foundationto establish a multifaceted CollegePreparatory Program (CPP) that wouldinstill higher education aspirationsand ensure a smooth transition to andpersistence in college.

Drawing on Best Practices

We launched the pilot CollegePreparatory Program in 2001, basingthe design on the successful practicesof the 35-year-old federal TRIO pro-gram. Funded under Title IV of theHigher Education act, “these programsfocus on access to college, retention,and graduation for low-income studentsas part of a strategy to strengthen thenation’s economy and society.” In1997, researcher Lana Muraskin con-ducted a study of one of the TRIOprograms, Student Support Services.She identified these elements asbest practices: assistance with collegeadmissions and course selection, socialpreparation for college, counseling,ongoing academic skills development,peer support, and a constant assuranceto students that they can succeed(Muraskin, 1997). Those elementsform the essential framework of theDorcas Place program.

Building the Desire, Building the AbilityCommunity-based programs play a role in introducinglearners to college and in helping them persistby Brenda Dann-Messier & Eva I. Kampits

Focus onBasics


Low-income, first-generationadult learners confront many chal-lenges that have to be overcome ormanaged before they can enroll inadult education and college. CPP’sdesign includes attention to over-coming these barriers. They mayinclude situational, dispositional, andinstitutional factors that affect andare often beyond the control of adultlearners (Wonacott, 2001). Situa-tional factors include job, health,financial, and legal issues andfamily or personal problems.Dispositional factors includeexpectations, self-esteem,level of family support, andpast educational experiences.Institutional factors includingthe educational bureaucracyitself, program fees, scheduling,and procedures that serve atraditionally younger and moredependent student population caneither help or hinder participation(see, for example, Belzer, 1998;Hubble, 2000; Quigley, 1998).

Over time the pilot programevolved. Today, it consists of fivemajor components: intensive career,educational, and academic counseling;a semester-long bridge program be-tween adult basic education and col-lege; articulation agreements betweenDorcas Place and the colleges ourstudents attend; advocacy with keypolicy leaders; and continual evalua-tion and assessment. These componentsare described in the following sections.

Career, Educational,and AcademicCounseling

In the initial year of the program,staff focused on personal issues thatinhibited students’ persistence inadult education. This focus has beenexpanded to include raising learners’goals to include postsecondary study,and advising them on selecting collegesand remaining on an appropriate pathto meet their postsecondary goals.Our multilingual, multiracial staff

members also model lifelong learningby staying current in their field.Throughout each semester, currentand former CPP students speak to allthe classes, urging students to considercollege and apply for admissions intothe bridge course and assisting themin persisting once they have enrolled.

Brookfield describes adult studentsas feeling like imposters on campus(1999). To build interest in college,we take students on college tours. At

first, trips were limited to studentsconcluding their GED requirements.To motivate lower-level students topersist in education, we opened thesetrips to all students. This past summer,Dorcas Place offered an intensive col-lege orientation program to studentsat any literacy or language level taughtat the center. Teachers previewed thetrips in class, answered questions, andoriented students to the institutionsthey were going to visit. Students —typically 40 to 60 each visit — visitedup to seven college campuses and parti-cipated in cultural events throughoutRhode Island, Connecticut, andMassachusetts. The college counselorconducted follow-up discussions withinterested students on a regular basis.We will keep expanding our collegetours and cultural events as fundingpermits. Students who had never steppedonto a college campus before now speakmore confidently about going to college.They are more comfortable havingwalked around campus, eaten in thedining hall, and talked with undergrad-uates. Site visits let students know thatthey do indeed belong on campus.

In advocating for college, we alsostress the long-term financial benefitsof an undergraduate education. Researchby Carnevale and Fry (2001) and others

illustrates the benefits of postsecond-ary education both to individuals andthe nation. They identify knowledgeas crucial in determining “individualeconomic opportunity and our overalleconomic competitiveness” (p. 5).Dorcas Place staff integrate this informa-tion into the adult basic education andCollege Preparatory Program curricula.They use data from a newsletterentitled Postsecondary EducationOpportunity (www.postsecondary.org),

produced by T. Mortensen,which documents the positivecorrelation between educationalattainment and earnings.

Mortensen’s graphs andfigures reveal the lack of eco-nomic improvement for certaingroups in the United Statesover the past 30 years: “Thosewith the most education have

prospered, experiencing substantialreal gains in their incomes and livingstandards. Others with the least educa-tion have experienced stagnation intheir incomes and relative loss ofincome, which has shifted to better-educated workers. In many cases, thosewith least education have experiencedsubstantial real income losses, andconcomitant losses in living standardsboth compared to better educatedworkers and compared to living costs”(p. 1). Students analyze similar researchdata in math classes, grappling withinformation that illustrates that “thedividing line between those who aresucceeding and those who are strugglingto survive is increasingly educationalattainment” (p. 1).

Along with feeling uneasy oncollege campuses and failing to realizethat education, although costly in theshort term, is a route out of poverty,our students also look with fear at in-creases in college tuition and fees twicethe rate of inflation or more over thepast three years nationwide. The collegecounselor reviews with them the typesand availability of financial aid andassists them in completing the nec-essary documents for admissions andfinancial support.

Persistence in our classes and

“Brookfield describesadult students as feeling

like imposters oncampus.”


Focus onBasicsthen in college remains a significantchallenge to Dorcas Place CPP students.A social worker and other DorcasPlace case managers provide supportservices for personal issues such as child-care and housing referrals. Workingas student advocates, our staff collab-orate closely with the CommunityCollege of RI (CCRI). The CCRIcommunity is both very committedand sensitive to the various needs oftheir students since adults are now agrowing majority on campus. Studentshave access to support on an as-neededbasis; staff members reach out to thosewho do not directly initiate contact.When students drop out, it has beenprimarily due to personal issues, suchas a change in family health, housing,or childcare arrangements.

Bridge ComponentTinto (2003a) stresses that “stu-

dents persist when they find them-selves in settings that hold highexpectations for their learning, areprovided academic and social supportand are actively involved in learning”(p. 5). We were also influenced byTinto’s belief that “successful educa-tion, not retention, is the secret of suc-cessful retention programs,” (p. 5)and determined that we needed tomaintain the close personal bondswe had with students in theirtransition. Our experience hasalso been that students needintensive academic skill en-hancement to make the tran-sition to college smoothly.Adapting the TRIO model of social support, we designeda semester-long bridge com-ponent in which CPP studentsattend class on college campus twicea week. Requiring students to enrollin college as a cohort enables studentsto participate in their own smalllearning community and supporteach other as they progress throughthe course. Tuition, books, and suppliesare funded by Dorcas Place.

Two days a week, the bridgecomponent students return to Dorcas

Place’s Learning Resource Center(LRC), a drop in academic centerthat serves students preparing to entercollege and those already enrolled.There they receive academic assistance,including supplemental instruction,participate in study groups, tutoring,and other academic support. Usedcomputers donated to the agency areavailable for students to keep.

ArticulationAgreements

Our students need the support not just of Dorcas Place but also of thecolleges they attend. Recent researchon college completion rates confirmsthis (Thomas et al., 2003), as doesTinto’s framework for effective retentionprograms, which features “commit-ment towards students which directstheir activities…[and] requires the col-laborative effort of all members of theinstitution, faculty, staff, and administra-tors alike” (2003b, p.118). We try toassure that via articulation agreements.

Dorcas Place’s articulation agree-ment’s chief characteristic is that itrequires assurance from the collegethat an appropriate academic andstudent support system componentspecific to the adult learner will beavailable on campus. The agreementalso ensures that the college will

encourage students to continue theireducation beyond an associate’s degreeor certificate program. While we assumethat we will have to provide some ad-vice to students interested in transferringto other colleges for additional edu-cation, the articulation agreementcommits the college to this work aswell. Most Dorcas Place studentsfind community college to be

appropriate for their first collegeexperience. We are expanding ourarticulation agreements to othercolleges and universities as studentscomplete their associate’s degreesand visit other institutions.

Advocacy withPolicy Leaders

More than 67 percent of Dorcas Place students receive publicassistance. Current welfare legisla-tion restricts TANF recipients fromattending college beyond 12 months(as a vocational education countableactivity) unless states implementpolicies that are less restrictive. As a result of concerted advocacy byDorcas Place and others, underscoringthe long-term economic value ofinvesting in the college education of welfare recipients, Rhode Islandallows eligible welfare recipients toattend college for 24 college months.In addition to this specific advocacy,as president of Dorcas Place, the authormeets with higher education leaders ona regular basis, often through jointmembership on regional task forces andboards. We also invite higher educationleaders to attend CPP celebrationseach year.

Advocacy is valuable in otherarenas as well. Cognizant of national

data on the scarcity of adultmales attending college, DorcasPlace advocated with com-munity and governmentalagencies that serve men, leadingto an increase in their enroll-ment at Dorcas Place. Last year,males represented 50 percentof bridge enrollment.

Evaluation andAssessment

Evaluation continues throughoutthe semester, with staff in regularcontact with students, faculty, and theacademic dean. A more formal eval-uation takes place with all the partnersat the end of the semester, reviewingwhat worked or did not. These eval-

“...our students also look with fear at increases

in college tuition and fees...”

Focus onBasics


uation sessions have led to programrevision and transformation, as com-ponents are eliminated or broadened.For example, the first two bridge com-ponents included Dorcas Place facultywho sat in on the course as part oftheir academic duties. They don’t do thisanymore since we have a good rapportwith the college professor and are fam-iliar with the course content. Instead,the college counselor and peer advisorstay on campus on the days that bridgeprogram students attend class.

Progress toward learners’ goals ismonitored quarterly. Curriculum im-provements are continual; modifica-tions are based on bridge staff andstudents’ feedback. For example, studentfeedback highlighted the need forassistance in becoming better writerssince students discovered the impor-tance of such proficiency in collegework. We now concentrate more fullyon developing students’ writing abilities.

Lessons for the FutureToday, as a direct result of our

College Preparatory Program, morethan 90 percent of our more than 400students declare their interest in con-tinuing their study beyond the GEDand indicate that they will encouragetheir children to pursue higher edu-cation as well. Upon completion of thebridge component, out of an estimatedeight to 10 students, perhaps six orseven will be enrolled in college inthe next semester.

A new and complementary focusis the inclusion of children with theirparents in our college awareness activi-ties, as part of our Family Literacyinitiative. Families will be invited oncollege tours and cultural events to de-velop aspirations for college study andrecognize its lifelong benefits. We wererecently awarded a national TRIO dis-semination grant through the Councilfor Opportunity in Education to scaleup and replicate our five-element modelregionally. This will allow us to addanother bridge component, to be offeredin the evening. Working adults willattend college class one night a week on

campus and return to Dorcas Place atleast two evenings a week for academicskill development and supplementaryservices. Both of those new initiativeswill be linked to a system of evaluationthat ensures that they meet communityneeds in demonstrable ways.

The Dorcas Place Adult & FamilyLearning Center model builds on thepremise that we as an agency and ourstudents must focus on high aspirations,apply resources to this in both academicand student support areas, and demon-strate mutual commitment. We haveidentified partners and created collab-orations with higher education institu-tions and policymakers, at the state,regional, and national levels. Weengage in continuous evaluation andassessment. This full circle can reson-ate effectively with the higher educationcommunity, policy makers interestedin promoting an able and educatedwork force, and the goals of the adultlearning agency and its students inpromoting educational opportunities forlife-long learning for success.

ReferencesBelzer, A. (1998) “Stopping out, not

dropping out.” Focus on Basics 2A, 15-17.

Brookfield, S. (1999). “What is collegereally like for adult students?” AboutCampus, 3/6, 10-15.

Carnevale, A. & Fry, R. (2001). Economics,Demography and the Future of HigherEducation Policy. Washington, DC: NationalGovernors Association, p. 5.

Dann-Messier, B. (2000). Access To HigherEducation for Welfare Recipients: AnAnalysis of Welfare Policy DevelopmentDesigned by National and State Policymakers.Unpublished dissertation. Providence,RI: Johnson & Wales University.

Hubble, J. (2000). Intake Procedures as aFactor in Identifying and AddressingBarriers to Attendance of Adult EducationStudents. Unpublished Master’s thesis.Southwest Texas State University.

Mortensen, T. (2003). “Educational Attain-ment 1940-2002,” In T. Mortenson(ed.), Opportunity, The EnvironmentalScanning Research Letter of Opportunityfor Postsecondary Education, 129, 1.

Muraskin, L. (1997). A Structured

Freshman Year for At-Risk Students.Washington, DC: National TRIOClearinghouse.

Office of Vocational Education (2003).Report to Congress. Washington, DC:US Department of Education.

Quigley, B. (1998). “The first three weeks:A critical time for motivation.” Focuson Basics, 2A. 6-10.

Thomas, L., Cooper, M., & Quinn, J.(eds.) (2003), Improving CompletionRates Among Disadvantaged Students.Sterling, NY: Trentham Books.

Tinto, V. (2003a). Student Success and theConstruction of Inclusive EducationalCommunities. Syracuse, NY: HigherEducation Program, School ofEducation, Syracuse University.

Tinto, V. (2003b). “Establishingconditions for student success,” in L.Thomas, M. Cooper & J. Quinn, (eds.),Improving Completion Rates AmongDisadvantaged Students. Sterling, NY:Trentham Books.

Wonacott, M. ( 2001). “Adult students:Recruitment and retention.” EricPractice Application Brief No. 18. ERIC,Clearinghouse on Adult, Career, andVocational Education.

About the AuthorsBrenda Dann-Messier has been President of Dorcas Place for more than four years.Before that, she worked at the LAB@Brown University, was the United StatesSecretary of Education’s Regional Repre-sentative based in Boston, and directedtwo TRIO programs, the Rhode IslandEducational Opportunity Center and theEducational Talent Search Program of theCommunity College of Rhode Island.

Eva I. Kampits has been an educator and consultant for more than 35 years.Director of the Office of School/CollegeRelations since 1994 for New EnglandAssociation of Schools & Colleges(NEASC), she has led initiativespromoting partnerships, developingevaluation and assessment models, and contributing to research and analysis of public policy issues with national and international partners as well aslegislatures. Her current activities rangefrom supporting access and equity fordisadvantaged students of any age toconsulting with the People’s Republicof China.❖


Focus onBasics

Adult basic education(ABE) programsincreasingly are being

viewed as a bridge to the nextdestination rather than astudent’s final stopping placein education. A variety offactors are prompting thedevelopment of activities toassist adults enrolled inABE, English as a secondlanguage (ESL), and GeneralEducational Development(GED) instruction to enterpostsecondary education.ABE staff, particularly those in community colleges,recognize the resources theirinstitutions offer learners indeveloping their skills andknowledge so that they canaccess better opportunities in the labor market.To assistlearners in accessing theseresources, ABE staff areenhancing instruction andidentifying support services to enable learners to enroll in college-credit courses. State adult education officesalso are encouraging ABEprograms to work withadmissions and counselingoffices in community collegesto orient learners to therequirements of postsecondaryeducation.

National initiatives, such as theNellie Mae Education Foundation’sABE to College Transition project,

are supporting ABE programs in de-veloping services to help students beprepared to succeed in college. Thechallenges these efforts face are toidentify adults whose skills and lifecircumstance allow them to participatein postsecondary skill training oracademic courses successfully, and todevelop coordinated services that canprepare and support adult learners inmaking a successful transition to under-graduate education.

State of TransitionActivities

Transition activities representan emerging area of service in adultbasic education. Several efforts areunderway to describe practices andlearner outcomes as an initial stepin developing robust research on thistopic. For example, as the linkagesbetween ABE program and com-munity college enrollment data areimproved, programs and states arebetter able to determine the patternsof ABE student enrollment in collegecourses. In Oregon and Idaho, statepolicymakers track the enrollment ofABE students in college courses andencourage their ABE grantees topromote postsecondary participation.ABE programs supported by theNellie Mae Education Foundation are collecting data on the outcomesof adults participating in theirtransition services in an effort todocument, understand, and evaluatethe results of these activities.i AbtAssociates Inc.ii is documentingemerging practices in its study onABE Transition to PostsecondaryEducation, which includes transitionactivities undertaken by communitycolleges, school districts, and com-munity-based organizations. Two

other studies are focused on the roleof the community college in ABEtransition. The Council for theAdvancement of Adult Literacy isinvestigating ways of strengtheningthe community college role in adulteducation, and Berkley PolicyAssociatesiii is conducting a projectentitled Adult Basic Education —Community College Transitions. As models of service become betterdefined and data about learner out-comes from these services becomeavailable, the stage will be set for ascientific test of the effects of ABEtransition activities.

Approaches to Transition

Comprehensive informationabout the variety of current ABEtransition activities is not available.However, an understanding is emergingfrom descriptions of the Nellie Mae-funded and other transition programsas well as from other research under-way. Activities in ABE transitionrange from orientation and advisingabout the opportunities and require-ments for postsecondary participationto multi-component programs designedto place students in community col-lege credit classes (see the chart onpages 28-29 for descriptions of avariety of models). Although theaudiences for transition activities tendto be adults in GED and high-levelESL classes as well as learners whohave completed their GED, someABE programs also provide awarenessinformation on postsecondary oppor-tunities to adults receiving high-levelABE instruction.

The development of transitionactivities moves ahead in stages. ABEstaff try new strategies, test them withgroups of learners, and then refinethem based on learners’ reactions andthe availability of new information.Sometimes a model is provided tostaff to use in organizing services, aswith Nellie Mae’s ABE to CollegeTransition Project. In this case, theNew England Literacy Resource

Approaches to ABE Transitionto Postsecondary Educationby Judith A. Alamprese

Focus onBasics


Center (NELRC), which managesthe project, asks grantees to follow a multi-component framework indeveloping transition activities as partof the demonstration. Regardless ofthe approach, the early lessons fromdesigning and implementing servicescan be helpful in building models thatcan then be systematically evaluated.

Types of ApproachesThe approaches that ABE programs

are using in developing activities totransition learners to postsecondaryeducation can be categorized into threetypes: awareness and orientation activ-ities, counseling and referral activities,and comprehensive transition programs.

Awareness and orientationactivities usually involve the dissem-ination of information regarding thecollege admissions and registrationprocesses, financial aid, and collegeplacement examinations. Theseactivities can help orient learners tothe requirements for admission intopostsecondary programs, provide themwith practice in completing forms, andassist them in obtaining financial andother support. Some ABE programs,particularly those in community col-leges, work with the admissions andfinancial aid offices in their institutionsto schedule orientation sessions withGED classes as learners near completionof the program. ABE staff also mayarrange for individual meetings be-tween the admissions and financialaid staff and adult learners so thatlearners can receive personalizedattention. In some instances, ABEstaff have integrated information aboutcollege requirements, forms completion,and financial aid into ABE classes.This dissemination of informationabout postsecondary application andentrance requirements is consideredan initial and crucial process in pre-paring learners for transitioning tofurther study.

Counseling and referral activitiesfor learners who are interested inpursuing postsecondary education canbe organized in a variety of ways. The

emphasis is on offering learners indi-vidualized assistance in understandingthe requirements for postsecondaryparticipation, determining whethertheir life’s activities make their partici-pation feasible, providing encourage-ment, and identifying areas in whichlearners need to strengthen their skillsin order to qualify for admission tocollege. Some ABE programs haveintegrated these activities into theirusual services, while others have est-ablished relationships with internalinstitutional departments, such ascommunity college counseling andtutoring offices, and refer learners tothese services. Sometime ABE programswork with external service providerswho offer these types of assistance, towhich they refer learners.

In the comprehensive programmodel, ABE programs provide a multi-component set of services to preparelearners for entrance into postsecondaryeducation, including orientation, ad-vising, study skills and time manage-ment, and academic preparation. Theseare often organized as self-containedservices that operate over a few weeks.Academic preparation is the criticalcomponent in these programs. The goaloften is to assist learners both in beingadmitted into postsecondary classesand in completing an entire course.

The design of these approaches isbased on ABE and community collegestaffs’ experience in working withadult learners and in identifying theknowledge, skills, and abilities neededto succeed in postsecondary education.As these approaches are refined furtherand data are collected about theireffectiveness, the field of adult basiceducation will have better resources andtools to use in providing effective tran-sition services for adult learners.

Notesi The Nellie Mae Foundation funds the

New England Literacy Resource Center,which is housed at World Education(home of NCSALL’s dissemination activ-ities and Focus on Basics), to coordinateand provide technical assistance to manyof the transition programs funded bythe Nellie Mae Education Foundation.

ii Abt Associates’ study is funded by theUS Department of Education’s Office of Vocational and Adult Education.

iii Berkeley Policy Associates’ project is funded by the US Department ofEducation’s Office of Vocational andAdult Education.

About the Author Judith A. Alamprese, a Principal Associate at Abt Associates Inc., has more than 25 years of experience directing research,evaluation, and policy projects in adultliteracy and workforce development. Shecurrently is investigating methods forimproving adults’ decoding skills and is developing a model for interagencycoordination and leadership among stateadult education policymakers.❖

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Focus onBasics

Pathways to College for Academically Under-prepared Students

The New England Literacy Resource Center (NELRC), with support from the Nellie Mae Foundation, supports more than25 College Transition Programs in New England. NELRC defines college transition as a comprehensive approach to preparingnontraditional adult learners for the college experience. The approach includes academic instruction designed to help thestudent place into college level courses or the highest level developmental courses, computer skills, and a college survival skillscomponent that covers note taking, test taking, time and stress management, and other skills designed to help adult learnersmanage college successfully. It also includes academic and career counseling, and exposure to the college culture. Around thecountry, a growing number of programs are dedicated to helping nontraditional students prepare for, gain access to, and persistin college. This chart, developed by Jessica Spohn and Silja Kallenbach of NELRC, illustrates a number of prevalent models. Itis not an all-inclusive list. Do you have a different model? Please share it with Focus on Basics readers via the Focus on Basicselectronic discussion list. See page 9 for information on how to subscribe.

DES

CR

IPTI

ON

Traditional andmost prevalentmethod

Used bycommunitycolleges

For studentsassessed as under-prepared to enterinto college levelcourses

Courses consist ofacademic reading,writing, math, andseveral levels ofEnglish for non-native speakers

Specific entrancerequirements vary,

Begin at pre-GEDskill level in bothmath and reading

Institutions vary as to what theyconsider collegelevel reading,writing and math.

Used bycommunitycolleges

For studentsassessed as under-prepared to enterinto college levelcourses

Courses includeacademic reading,writing, math, andseveral levels ofEnglish for non-native speakers

College Survivalskills cover notetaking, test taking,time and stressmanagement, and other skills tomanage college

Based onacademicreadiness

Students placedinto develop-mental and collegelevel courses as acohort

Students kepttogether in classes as much as possible

College Survivalskills cover notetaking, test taking,time and stressmanagement, andother skills tomanage college

Studentscompleting a GED or ADP

Dually enrolled indevelopmentalcourses.

Bridges academicgaps between theGED, ADP, ESOLand college levelcourses

Provides coursesin college readingand writing, and inpre-algebra, andbasic computerskills

Courses alignedwith the academicbenchmarks of the collaboratingcollege

College Survivalskills cover notetaking, test taking,time and stressmanagement, andother skills tomanage college

Collaborates with one or more colleges

Level and intensityof collaborationvaries greatly.Some have Articu-lation Agreements

Help non-traditional adultlearners enter intofour-year colleges

More academicallyrigorous and covera broader range ofacademic topics,often including, forexample, biologyand chemistry

Developmental/ Developmental LearningRemedial Courses Courses and College Communities/ Dual Enrollment College Transition Other

Survival Skills Cohort Model

Focus onBasics


LEN

GTH

LOC

ATI

ON

Several years indevelopmentalcourses or as littleas one collegesemester beforeentering collegelevel courses

Communitycolleges

No credit towardsa degree

Many collegesgrant “institutionalcredit”

Student pays forcourses or usesfederal Pell grants

Students may beeligible for federalgrants and loans


Communitycolleges


Many collegesgrant “institutionalcredit”

Student pays forcourses or usesfederal Pell grants

Students may beeligible for federalgrants and loans


Communitycolleges

Adult learningcenters

Credit towards adegree

“Institutionalcredit” fordevelopmentalcourses

Funding arrange-ments vary fromfree to partialtuition to fulltuition

Dependent on astudent passingthe GED and howmany develop-mental coursesstudent mustcomplete beforeentering collegelevel courses

Adult learningcenters orcommunitycolleges

“Institutionalcredit”

Typically free ofcharge, but sometuition may apply

Support inapplying to collegeand completingfinancial aid forms

Sometimesadditionalacademic supportafter enteringcollege

14-52 weeks

Adult learningcenters orcommunitycolleges


Some havearrangements with collaboratingcollege so studentscan take a coursefor credit

Typically free ofcharge

Some programsoffer courses inadditional contentareas e.g. biology

Two or more years

Adult learningcenters


Typically, minimaltuition is charged

Support inapplying to collegeand completingfinancial aid forms

Sometimesadditionalacademic supportafter enteringcollege

Developmental/ Developmental LearningRemedial Courses Courses and College Communities/ Dual Enrollment College Transition Other

Survival Skills Cohort Model

CR

EDIT

OTH

ER S

UPP

OR

TC

OS

T TO

STU

DEN

TS

Many colleges offer additional academic support throughLearning Resource Centers, including assisted models, e.g.Plato, Destinations


Focus onBasicsbecause the GED is normed so that fourout of every 10 high school studentswon’t pass it.

FOB: I still have trouble under-standing why people can completethe GED or high school and stillneed developmental math beforethey’re ready for college level math.

PAM: The GED isn’t enough, youneed at least an algebra course. Wesuggest that students take an algebracourse with us [at the ABE program]before they take a college math course.

LYNDA: ABE teachers often don’thave the math content credentials tobe able to teach the level of math thatis needed for college credit courses. Assoon as you try to teach a good solidalgebra course, you need math creden-tials. ABE is a population laden withgreat people in language and literacybut the math content people are fewand far between.

And learners who are preparing forthe GED want to do it quickly. So mosttimes, even if a teacher is comfortableteaching math, she won’t teach thewhole algebra sequence, because thestudents are in a hurry to pass the GED.

PAM: We teach the whole [alge-bra] sequence, in two parts, over thecourse of a year. It’s applied [algebra].

MYRNA: In typical algebra classesin community colleges, an entire yearof high school algebra is condensedinto one semester. We had to design apre-algebra class to make the transitionto abstract thinking easier.

LINDA: Why is it that theteachers hired for GED programs aren’tprepared to teach algebra?

PAM: The pay in adult ed isn’tenough to attract them.

MARY JANE: Maybe in ABE weshould start an “Algebra for all move-ment,” similar to the one in K-12, but“all” would mean teachers and admini-strators as well as students. All adultsshould be up to snuff in algebra.

MYRNA: That’s what a surveyfound of adult ed teachers in Pennsyl-vania found. They wanted staff develop-ment to be algebra, algebra, algebra.

PAM: You can be knowledgeable

Even after receivinghigh school diplomas or certificates of Gen-

eral Educational Development(GED), a large percentage ofcommunity college studentsneed remedial — often calleddevelopmental — math beforethey can move into college-levelmath courses. Why is this, andwhat, if anything, can be doneabout it? Focus on Basics in-vited five math specialists fromaround the country who work inadult basic education (ABE) or community colleges — LyndaGinsburg, Myrna Manly, PamMeader, Linda Murphy, andMary Jane Schmitt — to talkabout the problem.

FOB: Why are so manycommunity college students indevelopmental math courses?What’s the issue?

LINDA: I find that most studentshave an issue with transition. Manystudents coming into developmentalmath have poor study skills andpoor study habits. For example, withattendance: they don’t come to everyclass. They don’t ask questions. Theyneed to know that they can interactwith their instructors; they also needto make use of the services the collegehas to offer.

MYRNA: This is especially truewith the transition from adult programs,

where the structure has been one ofopen entry and self paced instruction.Students could proceed when it wasconvenient for them. The structure ofmost community colleges does not allowthat freedom.

PAM: In Maine, ABE is separatefrom the community college anddevelopmental system. We [the ABEsystem] play a big role; this is wherestudents learn how to be students andhow to be not fearful to ask a question.I think the biggest gatekeeper to mathtransitions is phobia. When I have astudent, not only do I teach themalgebra but to be in touch with theirphobias, and how to deal with them.

MYRNA: A general point of viewis that GED grads don’t quite measureup with high school graduates. I’m notaware of any evidence that shows that.When I was teaching in communitycollege, the high school graduates hadjust as poor study habits as people whowere coming in from adult ed.

MARY JANE: You seem to be inagreement that most students have anissue with transition. We don’t haveevidence that the GED grad and thehigh school grad are different in that.

LINDA: Without any hard statisticsin front of me, I can’t say. But I workwith incoming [community college]students on assessment and placement.I sometimes know, when I’m talkingwith students, whether they are GED orhigh school graduates, and I don’t find adifference between them. GED [holders]might even have been better preparedfor college in their arithmetic skills.

MYRNA: That’s really no surprise,

Transitions and Math

one that’s reported across the country. MYRNA: We’ve been mostly

talking about algebra, but there’s thecourse before algebra. To me, that in-troductory arithmetic course shouldn’tbe taught in a purely symbolic way. Stu-dents who have been through arithmeticover and over and still do not “get it”won’t benefit from doing it the sameway once again. The pre-algebra contentneeds to be functional, helping studentsunderstand when to use certain mathprocedures and why they work in thesituation.

LYNDA: There is k-12 researchon that. Teachers expected that kidswould think word problems — theapplications — were harder than doing

operations, but kids find word problemseasier, and symbols [arithmetic oper-ations] harder.

FOB: That’s teaching quality again.MARY JANE: In ABE in

Massachusetts, we have an incrediblestaff development system, but in thecommunity college system there isn’tthe same strong support. Communitycollege teachers could really use sometime for staff development.

FOB: Testing often drives cur-riculum. What about the communitycollege placement tests, such as

Focus onBasics


in math and not be a great teacher. Onthe other hand, you absolutely haveto have background in math so youdon’t pass on math misconceptions.

LYNDA: As to the teaching piece:there’s a growing body of knowledgeabout how to teach math effectively.The professional development has tobe from that body of research. Thereare two pieces: accurate mathknowledge, and more of it, and mathpedagogy. What are effective ways tohelp other people to learn math?

MARY JANE: The adult educa-tion system has to put 25 percent ofits focus on math overall, to even geta jump start. To start some seriousresearch, some serious staff develop-ment, so the math doesn’t stay a gate-keeper and our students can get a legup. I don’t see that happening becausethe field is led by literacy and language.

LYNDA: What would you sayabout the model that has specialiststeaching math, rather than everyoneteaching everything. Recognize thatit’s a different bag of skills that areneeded to teach math well, and thatprograms should be encouraged tohave math specialists. We need toacknowledge that it’s a different bodyof knowledge and skills.

MYRNA: That’s a good point.

FOB: So, students entercommunity college with mathdeficits for a number of reasons.They completed high schoolweak in math. They didn’t getalgebra in high school. They wereso focused on getting the GEDquickly that they didn’t want toinvest the time in more mathskills development. And even ifthey wanted more math, manyGED teachers don’t have the mathknowledge to teach algebra.

At the same time, students areoften unprepared for the structuralacademic demands of communitycollege such as fewer class hours,knowing how to study, knowinghow to access resources.

What happens when these stu-dents get into community college?

MARY JANE: There are someincredible statistics: 80 percent ofpeople in Massachusetts who go intocommunity college are in developmental,non-credit math courses. Only 50 per-cent really make it out of there. Thosenumbers were so striking to me.

LYNDA: There are lots of in-stances of people taking developmentalmath over and over and over. Somehave math learning disabilities that arehard to diagnose. Teachers don’t rec-ognize the problems that their studentsare having. You often have adjunctsteaching who aren’t necessarily greatteachers. They’re not using strategiesthat are most helpful: looking formeaning, hooking it on to people’s un-derstanding of what they already know.

The other problem with develop-mental level courses is that they’recollege system courses: theymeet two or three times aweek for 15 weeks, versusmore intensity inhigh school. The

pace [in community college courses] istoo fast for people who are struggling.

LINDA: Here at Northern EssexCommunity College, we have severaloptions. If students are in danger offailing, they can opt into an individu-alized course, which extends their timeand lets them move at their own pace.But most of our students stay in the reg-ular classroom. We have a very goodgroup of adjuncts that has been here fora long time. We have about 1,000 de-velopmental math students per semesteracross all three levels of math. I don’tthink that our failure rate is as high as the


Focus onBasicscate for a balanced approach: learnsome symbol manipulation with meaningas well. Most people don’t just teachalgorithms anymore, they build con-ceptual knowledge.

FOB: So even if the tests don’tchange, there’s a need for instruc-tional reform so all ABE studentsget a stronger math education, nomatter what their goals.

About the ParticipantsLynda Ginsburg, a Senior Researcher at theNational Center on Adult Literacy at the

University of Pennsylvania, has a doctoratein cognitive psychology and mathematicseducation and has taught mathematicsat the high school, community collegeand ABE/GED levels. She is a foundingmember of the Adult Numeracy Network.

Myrna Manly has taught mathematics in junior high, high school, workplace,community college, and college. She

was the mathematics editor of the 1988version of the GED test. She presents work-shops and seminars for adult educationteachers, is revising her book, The GEDMath Problem Solver, and consults for theGED Testing Service.

Pam Meader is a former high school mathteacher who became an ABE teacher morethan 16 years ago. She currently teachesfour math classes, including algebra, atPortland Adult Education, Portland, ME,and is involved in a Nellie Mae grant forCollege Transitions.

Linda Murphy has been in developmentalmath education for about 22 years atNorthern Essex Community College,Lawrence, MA, both as an instructor and as the math center coordinator. She is thegrant manager for a three-year FIPSEGrant called 100% Math, a statewideeffort to improve retention of thedevelopmental math student.

Mary Jane Schmitt has taught, developedprograms in Massachusetts and nationally,and is part of a team creating a numeracycurriculum for adults and out-of-schoolyouth. She co-directs the NationalScience Foundation-funded ExtendingMathematical Power Project (EMPower) at TERC in Cambridge, MA. She helpeddevelop the numeracy portion of theforthcoming international Adult Literacyand Life Skills Survey.❖

the ACCUPLACER (which providesinformation used to place studentsin the proper levels in differentcourses)? What role do they playin this?

PAM: You’re not allowed to usea calculator on the ACCUPLACER.It’s heavy on arithmetic. My fear wasthe students wouldn’t show that theyhave some algebra.

LINDA: We use it for placementin Massachusetts. It seems to beplacing the students properly. Ourstate has mandated a cut-off score forplacement into a college level mathcourse, but cut-off scores for withindevelopmental classes are deter-mined by each community college.

MYRNA: I decided the testwas not a huge problem in ourcollege after taking the ACCU-PLACER a number of times as if Iwas a student: I simulated variousstudent profiles. For example,when I answered the questions as astudent who knew how to estimatewith fractions but had forgotten theprocedures to carry out the operations, I could choose the correct answers andwas placed at the proper class level.I found that someone who has beentaught math using a more progressive,meaning-based approach can use thoseskills and test well on problems thatlook like they depend on more tradi-tional, operations- focused skills.

MARY JANE: It [the ACCU-PLACER] gives a bad message. It lookslike a symbol manipulation test. Ifteachers in ABE decide to analyzethe test, looking at typical items andthinking about what students need, itappears so much like a symbol manipu-lation test that I fear that teacherswill teach in that way. Tests give amessage about what’s important. Iwould like to see it revised.

Besides, the people in advancedtechnical education say that even com-munity college courses that are for creditaren’t necessarily preparing studentswell mathematically for technical tracks.The math in community college is very[focused on] symbol manipulation ratherthan modeling or taking a functional

approach to algebra. In the symbolicapproach to algebra, the emphasis is ontransformations, such as knowing how totransform x (x + 5) to x2 + 5x. Solvingequations, simplifying expressions, andfactoring are the central actions. Amodeling approach focuses more onwhat the math is about. Mathematicalmodeling requires you to examine asituation, search for relationships, andrepresent those relationships withmath structures. So you might startwith a situation such as carpeting a room,and describe the relationship betweenthe cost and the dimensions of the room.

The community college placement

tests look at algebra as a manipulationof symbols. Some people believe thatalgebra should be taught using more ofa functional or modeling perspective.Some books are being written that way.

I believe a more functioning ap-proach to algebra is more motivatingfor people, but the test and basic courseswould have to change. So that’s thedilemma.

MYRNA: I would add that a stu-dent who goes on to most traditionalpre-calculus and calculus courses needsskill in symbol manipulation to succeed.While I advocate for the functionalapproach, I see value in ensuring thatstudents can perform some manipu-lation techniques on demand. As ateacher of a course that is a preparationfor others, you can’t fight that.

PAM: It might be dependentupon the field that the student wantsto pursue. Here in Maine there arethree areas: if a student is going into a field with high math expectations,they need symbol manipulation. Ifthey’re not, I’d have them know howto use math in their lives. I have stu-dents who say, “How come no oneever told me about this?”

MARY JANE: I’d at least advo-

“The GED isn’t enough,you need at least an

algebra course.”

Focus onBasics


NCSALL Reports — studies that inform policymakers and practitioners on up-to-date researchfindings on key topics in the field. Reports #23: The First Five Years: National Center for theStudy of Adult Learning and Literacy 1996–2001. (2002) $10

Reports #22a & #22: Connecting Practitioners andResearchers: An Evaluation of NCSALL’s PractitionerDissemination Research Network. Smith, C., Bingman, B.,Hofer, J., Medina, P. & Practitioner Leaders. (2002) ReportSummary (#22a) $2.50, Full Report (#22) $10

Reports #21: Open to Interpretation: Multiple IntelligencesTheory in Adult Literacy Education. Findings from theAdult Multiple Intelligences Study. Kallenbach, S. & Viens, J.(2002) $10

Reports #20: Documenting Outcomes for Learners andTheir Communities: A Report on a NCSALL ActionResearch Project. Bingman, B. with Ebert, O. & Bell, B.(2002) $5

Reports #19a & #19: Toward a New Pluralism in ABE/ESOLClassrooms: Teaching to Multiple “Cultures of Mind.”Executive Summary. Kegan, R., Broderick, M., Drago-Severson, E., Helsing, D., Popp, N. & Portnow, K. (2001)Executive Summary (#19a) $5, Research Monograph (#19) $35

Reports #18a & #18: Classroom Dynamics in Adult LiteracyEducation. Beder, H. & Medina, P. (2001) Report Summary(#18a) $5, Full Report (#18) $10

Reports #17: Affecting Change in the Literacy Practice ofAdult Learners: Impact of Two Dimensions of Instruction.Purcell-Gates, V., Degener, S., Jacobson, E. & Soler, M.(2000) $10

Reports #16: The Devil is in the Details: Evidence from theGED on the Role of Examination System Details inDetermining Who Passes. Tyler, J., Murnane, R. & Willett, J.(2000) $5

Reports #15: Cognitive Skills Matter in the Labor Market,Even for School Dropouts. Tyler, J., Murnane, R. & Willett, J.(2000) $5

Reports #14: An Overview of Medical and Public HealthLiterature Addressing Literacy Issues: An AnnotatedBibliography. Rudd, R., Colton, T. & Schacht, R. (2000) $5

Reports #13: “I’ve Come A Long Way”: Learner-IdentifiedOutcomes of Participation in Adult Literacy Programs.Bingman, B. & Ebert, O. (2000) $10

Reports #12: Persistence Among Adult Basic EducationStudents in Pre-GED Classes. Comings, J., Parrella, A. &Soricone, L. (1999) $10

Reports #11: Changes in Learners’ Lives One Year AfterEnrollment in Literacy Programs: An Analysis from theLongitudinal Study of Adult Literacy Participants inTennessee. Bingman, B., Ebert, O. & Smith, M. (1999) $5

Reports #10: The Impact of Welfare Reform on AdultLiteracy Education: Conference Papers and Themes fromSmall Group Sessions. D’Amico, D., Levenson, A. & White, C.(1999) $5

Reports #9: Findings from a National Survey of StateDirectors of Adult Education. Rudd, R., Zahner, L. & Banh, M.(1999) $5

Reports #8: Adult Educators’ Perceptions of Health Issuesand Topics in Adult Basic Education Programs. Rudd, R. &Moeykens, B. (2000) $5

Reports #6: The Outcomes and Impacts of Adult LiteracyEducation in the United States. Beder, H. (1999) $10

Reports #6A: The Outcomes and Impacts of Adult LiteracyEducation in the United States—Appendix A: Abstracts ofStudies Reviewed. Medina, P. (1999) $5

For a complete list of NCSALL Reports, call Caye Caplan or go to the NCSALL web site.

NCSALL Occasional Papers — articles thatallow individuals in the field to better understandresearch processes and to be informed on key up-to-date research and policy issues.Building a Level Playing Field: The Need to Expand andImprove the National and State Adult Education andLiteracy Systems. Comings, J., Reder, S. & Sum, A. $10

Multiple Intelligences in Practice: Teacher Research Reportsfrom the Adult Multiple Intelligences Study. Kallenbach, S.& Viens, J. Eds. (2001) $10

Outcomes of Participation in Adult Basic Education: TheImportance of Learners’ Perspectives. Bingman, B. withEbert, O. & Bell, B. (2000) $5

How the ARCS Was Done. Strucker, J. with Davidson, R. &Hilferty, A. (2000) $5

NCSALL Interim Evaluation #2: The Prospects forDisseminating Research to a Hungry Field. Wilson, B. &Corbett, D. (2000) $5

Evaluation of the Impact of Focus on Basics on its Readers.Garner, B. (2000) $5

NCSALL Teaching and Training Materials — including Study Circle Guides, are designed for use by teachers and professionaldevelopment staff working in adult basic education.How Are We Doing? An Inquiry Guide for Adult EducationPrograms. Bingman, B. with Ebert, O. (2001) $10

Beyond the GED: Making Conscious Choices About theGED and Your Future. Lesson Plans and Material for theGED Classroom. Fass, S. & Garner, B. (2000) $5

NCSALL Study Circle Guide: Performance Accountability inAdult Basic Education. (2000) $10

NCSALL Publications

TO ORDER, CALL CAYE CAPLAN AT(617) 482-9485 OR GO TO HTTP://NCSALL.GSE.HARVARD.EDU


Focus onBasics

■ NCSALL works to improve the quality of practice in adultbasic education programsnationwide through basic andapplied research; by buildingpartnerships among researchers,policymakers, and practitioners;and through dissemination of research results. A joint effort of World Education, the Harvard Graduate School of Education, Portland StateUniversity, Rutgers University,and the Center for LiteracyStudies at The University of Tennessee, NCSALL isfunded by the US Departmentof Education’s Office ofEducational Research andImprovement.

NCSALLPublications■ http://ncsall.gse.harvard.edu

Most NCSALL publications can be downloaded from our web site or call Caye Caplan at World Education, (617) 482-9485, to purchasethem for a nominal fee.

NCSALL Labsites■ NCSALL has established two

labsites, an ESOL labsite inPortland, OR, and an ABElabsite in New Brunswick, NJ.The labsites provide stable

environments in whichto conduct research;facilitate close

collaborationsbetween researchers

and practitioners; allow forsystematic innovation, experi-mentation, and evaluation ofpromising new instructionalmethods, materials, and tech-nologies; and create knowledgethat increases our understandingof adult learning and literacyand improves practice. For more information, visithttp://www.labschool.pdx.eduand http://ncsallru.gse.rutgers.edu

Subscribing toFocus on Basics■ Focus on Basics is distributed free

through most state ABE systemsto many ABE programs. Allissues are available and indexedon NCSALL’s web site:http://ncsall. gse.harvard.edu.

To receive your own printedcopy, please subscribe, for $8 a year, by sending a check ormoney order for the appropriateamount, payable to WorldEducation. We also acceptpurchase orders. We publish four issues each year andencourage multiple year orders. Please send your check, money order, or purchase orderto: Focus on Basics, WorldEducation, 44 Farnsworth Street,Boston, MA 02210-1211. To discuss discount rates for bulk orders, call Caye Caplan at World Education,

(617) 482-9485, or e-mail her at [email protected].

Reprint Permission■ Feel free to reprint articles from

our publication, but please creditFocus on Basics and NCSALL, and send a copy of the reprint to NCSALL, World Education.Thanks!

Back IssuesAvailable■ Order back issues for $2/copy

from: Focus on Basics, WorldEducation, 44 Farnsworth St.,Boston, MA 02210-1211, or callCaye Caplan at (617) 482-9485.Topics available:

• Research• Reading• Multilevel Classrooms• Content-Based Instruction• Learner Motivation• The GED• Change• Project-Based Learning• Adult Multiple Intelligences• Accountability• Standards-Based Education• Writing Instruction• Learning from Research• Mathematics Instruction• Technology• Research to Practice• First-Level Learners• Adult Development• Literacy and Health• Staff Development• Counseling• -isms• Curriculum Development ❖

All AboutNCSALL

Web ResourcesA quick overview of transition tocollege programs can be found onthe American Connects web siteunder research, promising practices.Go to http://www.americaconnects.net/research/ The “NoteworthyPractices Brief” includes ESOL-to-ABE and College Transitionand Adult Secondary Educationto College Transitions, and high-lights program elements thatcontribute to the success of each.

Massachusetts’ CurriculumFrameworks include a section onthe math needed for postsecondaryeducation. Go to http://www.doe.mass. edu/acls/frameworks/mathnum.pdf. Read through thetable of contents and beginningsections, then scroll down to page81 for the content standards.

“Grassroots to Graduation: Low-Income Women AccessingHigher Education” is an eval-uation by the Wellesley CollegeCenter for Research on Women ofthe effectiveness and support sys-tems of 21 college access programsserving low-income individuals.Available at http://www.wihed.org/news/256114.html, the reportprovides good information forpeople interested in designingcollege access programs.

Students interested in transitioninginto a health career might want toexplore some of the student resourceson the National Institute for Lit-eracy’s LINCS Health and LiteracySpecial Collection at http://www.worlded.org/us/health/lincs. Stu-dents can go to MEDLINEplusand use interactive tutorials to

investigate the signs, symptoms, andtreatment of more than 165 healthconditions.

To build math skills, students can visit the National Institute for Literacy’s LINCS Science &Numeracy Special Collectionhttp://literacynet.org/ sciencelincsand link to A+Math, which offers drills, practice, and games in basic number operations. To learn about science, heredity andgenetics, students can link toExplore Science.

Financial aid is a must is one of the findings of a study done by theInstitute for Higher EducationPolicy. “Getting Through College:Voices of Low-Income and MinorityStudents in New England” is a rich resource for transition programs. It provides a snapshot of how low-income and minority students in NewEngland feel about obstacles they faceand what works to enable them topersist in postsecondary education. Itcan be downloaded from www.ihep.com/Pubs/PDF/Nelliemae.pdf


Focus onBasics

Join the National ABE-to-College Transition NetworkCommencing In May 2004

The National ABE-to-College Transition Network will support ABE staff, programs,and states in establishing and strengthening ABE-to-college transition servicesthrough technical assistance, professional development, collegial sharing, advocacy,and increased visibility for this critical sector of the adult basic education system.The Network is intended for anyone interested in helping GED and EDP/ADP grad-uates and other nontraditional adult learners gain access to, prepare for, and suc-ceed in postsecondary education. The Network will provide a forum for learningand dialogue among practitioners, policymakers, staff development providers,and researchers. Basic membership is free and gains members access to monthlynews bulletins, a web site with relevant resources, and an electronic discussionlist. The Network is sponsored and operated by World Education’s New EnglandLiteracy Resource Center, home of the New England ABE-to-College TransitionProject. Network partners include the National Center for the Study of Adult Learningand Literacy, National Adult Education Professional Development Consortium,and the Nellie Mae Education Foundation. Join the Network by going towww.collegetransition.org/ctnetwork. The web site will be online by May 2004,but you can sign up now.❖

Transportation:Necessary in aTransition(Research Notes)While this issue of Focus on Basicsfocuses on the transition from adultbasic education to postsecondary edu-cation, another important transitionis the transition to employment. Justas transportation is considered animportant factor in enabling learnersto persist in school, so, too, is trans-portation often a factor in successfulemployment. Graduate student KerriSullivan used data from NCSALL’sLongitudinal Study of Adult Learning(LSALs) to examine the role of carusage in employment outcomes suchas employment status, average weeklywages, and weeks worked per year.She found that car ownership is animportant employment tool foradults of low educational attain-ment in Portland, OR, even in thecontext of other factors such associal networks/resources (socialcapital) and literacy skills (humancapital). To read her full study, goto http://ncsall.gse.harvard.edu.❖

Focus onBasics

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Focus onBasics

NCSALL on the WebDo you want to. . .• plan a professional development activity?• learn about the latest research on a

particular topic in the field?• find a new teaching technique or idea?• prepare a proposal to seek additional

funding?Our Subject Index, located on the NCSALLhome page (ncsall.gse.harvard.edu), allows youto access easily all NCSALL publications bytopic, including Accountability, GED, LearnerMotivation, Curriculum Development,Assessment, Technology, Family Literacy,Math, Program Design, Practitioner Re-search, Writing, and more — the SubjectIndex includes more than 50 topics.

Sign up for the NCSALL mailing list fromthe NCSALL home page to receive printedcopies of NCSALL Research Briefs and quar-terly electronic postings, including two-pageupdates on activities at the NCSALL lab sites.

NCSALL PublicationsNCSALL ReportsNew — Published Fall 2003Order copies for a small fee or download(for free) from the NCSALL website

How Teachers Change: A Study of Profes-sional Development in Adult Educationby Cristine Smith, Judy Hofer, MarilynGillespie, Marla Solomon, and Karen RoweThis report presents findings from the NCSALL

Professional Development study (NCSALLReports #25, $10) that investigated how asample of 106 adult education teachers inthree New England states changed afterparticipating in one of three models of pro-fessional development. The study’s authorsidentify the types of change undergone bythe teachers and the degree to which theychanged. The authors also examine theindividual, professional development, andprogram and system factors that interactedeither to support or hinder change. (A Sum-mary Report –— NCSALL Reports #25a —is also available.)

The Characteristics and Concerns of AdultBasic Education Teachers — by CristineSmith and Judy Hofer (November 2003)Based on data gathered for the study on HowTeachers Change, this in-depth exploration(NCSALL Reports #26, $10) documents whatis commonly known, but not well researched,about adult education teachers: the challengesthey face in their teaching, their programs,and as members of the field; the training andpreparation they receive; and the conditions inwhich they work. The study finds that teachersand programs are stretched, stressed, and chal-lenged as they strive to provide the best pos-sible services to large numbers of students.

Survey and Methodology for AssessingAdult Basic Education Teachers’Characteristics and ConcernsThis document provides the revisedquestionnaire and interview protocols usedin the NCSALL Professional DevelopmentStudy, plus suggestions for sampling, so that

programs or states who want to get a betterportrait of their own teachers may use or adaptthe protocols for the own specific informa-tional needs. (Available to download only.)

NCSALL BooksNew — Published Winter 2004Review of Adult Learning and Literacy,Volume 4: Connecting Research, Policy,and Practice — edited by John Comings,Barbara Garner, and Cristine Smith. Publishedby Lawrence Erlbaum Associates, Inc.

Volume 4 is the newest addition to a series ofannual publications by NCSALL that addressmajor issues, the latest research, and the bestpractices in the field of adult literacy and learning. Contents: D. Perin, Foreward. T.G. Sticht, TheYear 2001 in Review. D. D’Amico, Race, Class,Gender, and Sexual Orientation in AdultLiteracy: Power, Pedagogy, and Programs. A.Levenson, Why do Companies Provide Work-place Education Programs? R. Stites, Implica-tions of New Learning Technologies for AdultLiteracy and Learning. D. Helsing, E. Drago-Severson, R. Kegan, ApplyingConstructive-Developmental Theories of AdultDevelopment to ABE/ESOL Practice. S.Merriam, The Changing Landscape of AdultLearning Theory. Appendix: S. Merriam,Resources on Adult Learning Theory.

Visit the NCSALL web site to review chaptersummaries and to order your hard copy.❖

NCSALL Web Sitehttp://ncsall.gse.harvard.edu

Focus on Basics is printed on recycled paper.